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The Children’s Reading 






THE CHILDREN’S 
READING 


BY 

Frances Jenkins Olcott 



BOSTON AND NEW YORK 
HOUGHTON MIFFLIN COMPANY 

<CambriD0e 

I CM a 

I 




COPYRIGHT, 1912, BY FRANCES JENKINS OLCOTT 
ALL RIGHTS RESERVED 

Published November 1Q12 


TENTH IMPRESSION, AUGUST, I923 


®fje fttomrtbe #restf 
CAMBRIDGE . MASSACHUSETTS 
PRINTED IN THE U.S.A. 


TRANBFHR 
o, PUBLIC LIBJRAB3? 

SEPT. 1#, 1WO 


MAR 1 91925 /SA 


450157 


DISTRICT OF COLUMBIA PROPERTY 
TRAHSFDRRJBD FROM PUBLIC LIBRARY 




GRATEFULLY DEDICATED 
TO 

F. O. AND J. E. O. 


w 

* 

B 












Note to the Reader 


T HE aim of this book is to meet in a 
simple and practical way the following 
questions often asked by parents: — 

Of what value are books in the educa¬ 
tion of my children*? 

What is the effect of bad reading ? 

How may I interest my children in home¬ 
reading? 

What kind of books do children like? 
What books shall I give my growing boy 
and girl? 

Where and how may I procure books? 
These questions are answered in fourteen 
chapters, each followed by a descriptive list 
of books helpful to parents and to child- 
study clubs, or suitable for the children’s own 
reading. All juvenile books recommended 
are selected by standards based on Christian 
ethics, practical psychology, and the literary 
values of generally accepted good books. 
Instructions are given for procuring books 


viii Note to the Reader 

by purchase or from public libraries. Special 
suggestions are made for parents living in 
the country. 

To make the information in the book of 
practical use, suggestions are given as to ways 
and means of interesting children in home¬ 
reading, and developing their literary tastes 
gradually and pleasantly—for, as the great¬ 
est of our English poets says: “No profit 
grows where is no pleasure ta’en.” 


Contents 


I. The Influence of Good Books . i 

II. Some Modern Conditions and the 

Effects of Bad Books . . n 

III. Children’s Interests . . . 19 

IV. Ways of Guiding Reading . . 29 

V. Picture Books and Illustrators 40 

VI. Easy Reading . . . .58 

VII. Fables, Myths, and Fairy Tales 68 

VIII. Ballads, Epics, and Romances . 99 

IX. Poetry and Rhymes . . .129 

X. Some Classics and Standards . 146 

XI. Fiction of To-day . . .168 

XII. History, Biography, and Travel 198 

XIII. Useful Books .... 223 

XIV. Religious Books . . . .252 


x Contents 

Appendix 

One Hundred Good Stories to tell 

AND WHERE TO FIND THEM . . 275 

HOW TO PROCURE BOOKS THROUGH 

the Public Library . . . 284 

How TO PROCURE CHILDREN^ BOOKS 

by Purchase .... 299 
Purchase List of Children’s Books 302 
Index • •••••• 339 







A TABLE 


AND NOTABLE PERS< 


This table cannot show to full extent the number of f 
often state merely that such and such a man was a vors 
Most of the books listed here were read before the reade 
biographies have been compared so that the material p 


THE BIBLE 


Queen Elizabeth 
Daniel Webster 
Harriet B. Stowe 
John G. Whittier 


FAERIE QUEENE 

Lowell 

Milton 

Hawthorne 

Keats 


ARABIAN NIGHTS 


FAIRY TALES 


Alexandre Dumas 
Sir Henry Layard 
Leigh Hunt 
Tolstoy 


Charles Lamb 
Sir Walter Scott 
Robert Burns 
Coleridge 


DON QUIXOTE 

Longfellow 

Dickens 

Aldrich 

Emerson 


GULLIVER’S TRAVEL 

Hugh Miller 
Lucy Larcom 
Walter Besant 







CLASSICS 

FLUENCED BY THEM 

pie influenced by the books which are listed. Biographies 
;r in his youth, devouring every book that came to hand. 
;een years old, and many before they were twelve. Many 
ire is collected from different sources. 

lSSEY ROBINSON CRUSOE 


enry M. Stanley 
ugh Miller 
uskin 

AGNER 


Macaulay 
Washington Irving 
Coleridge 
Alexandre Dumas 


TRIM’S PROGRESS 


SCOTT’S NOVELS AND 
POEMS 


ljfus Choate 
r Humphry Davy 
snjamin Franklin 
iarles Lamb 

rARCH 

IPOLEON 

.exander Hamilton 
% 

ADAME DE MaINTENON 

adame Roland 


Bayard Taylor 
Hawthorne 
Lowell 
Stedman 


SHAKESPEARE 

Daniel Webster 
Lincoln 
Darwin 
Emerson 












THE CHILDREN’S 
READING 


CHAPTER I 


THE INFLUENCE OF GOOD BOOKS 

“ Sir f he hath never fed of the dainties that are bred in a 
book; he hath not eat paper , as it were; he hath not drunk 
ink: his intellect is not replenished — Shakespeare. 



HE guiding of the children’s reading is 


i of great importance because it is fund¬ 
amental. It strikes at the roots of many 
weedy growths that weaken and hamper the 
healthy development of character. For even 
as when desiring a beautiful garden, we pre¬ 
pare the soil and plant the selected seeds, and 
pluck out the weeds; so should we carefully 
prepare the children’s minds, root out the 
tares, and fill their imaginations with the 
noble thoughts and ideals of those great 
books which will help the developing men 
or women to resist ignoble and corroding 
influences. 


2 The Children’s Reading 

As it is satisfying to have tangible reasons 
for the faith that is in us, let us glance for a 
moment at some of the evidence of the Past 
which proves the importance of early train¬ 
ing of children and the power of good books 
to mould character and shape events. We 
shall arise from such examination with re¬ 
newed earnestness and a desire — born of 
conviction, not sentiment—to pass along the 
joys and helps of literature to all children for 
whom we are responsible. 

“ You know also that the beginning is the 
chiefest part of any work,” says Plato, “ es¬ 
pecially in a young and tender thing; for 
that is the time at which the character is 
formed and most readily receives the desired 
impression.” “ Childhood is a tender thing,” 
testifies Plutarch, “and easily wrought into 
any shape. Yea, and the very souls of child¬ 
ren readily receive the impressions of those 
things that are dropped into them while they 
are yet but soft; but when they grow older, 
they will, as all hard things are, be more diffi¬ 
cult to be wrought upon. And as soft wax is 
apt to take the stamp of the seal, so are the 


The Influence of Good Books 3 

minds of children to receive the instructions 
imprinted on them at that age.” 

Not only Plato and Plutarch, but modern 
educators agree that “ the child is father of 
the man,” and that to train children in the 
way they should go insures that they will 
not depart therefrom. For childhood is with¬ 
out question the impressionable period, the 
time for educating the imagination to normal 
action, for instilling good habits, for teaching 
the distinctions between right and wrong, and 
for laying the foundation of the spiritual 
life. All unconscious are the children of 
this process of imbibing ideas and sugges¬ 
tions to be recalled and used automatically 
when they come to years of judgment. This 
storing process cannot be more surely accom¬ 
plished than by arousing the children’s inter¬ 
est in good books. To this bears witness 
much proof of the Past and Present. 

As we read the life of many a great man or 
woman we find convincing proof of the power 
of books read in the home. Often the awaken¬ 
ing of feelings and emotions, and sometimes 
of strong purposes governing after life, are 


4 The Children's Reading 

traceable to books read in childhood, or to 
the promptings of book-loving parents. 

These points are best illustrated by a few 
examples of the influence of one great au¬ 
thor — Plutarch— of whom Emerson says: 
“His grand perceptions of duty led him to 
his stern delight in heroism; a stoic resist¬ 
ance to low indulgence; to a fight with for¬ 
tune ; a regard for truth; his love of Sparta, 
and of heroes like Aristides, Phocion, and 
Cato. He insists that the highest good is in 
action. . . . His delight in magnanimity 
and self-sacrifice has made his books, like 
Homer’s Iliad, a bible for heroes.” 

Many are the evidences of Plutarch’s in¬ 
fluence. A few will do here for illustration. 
“You could not have sent me anything 
which could be more agreeable,” King 
Henry the Fourth wrote to his wife, Marie 
de’ Medici, “ than the news of the pleasure 
you have taken in this reading. Plutarch 
always delights me with afresh novelty. To 
love him is to love me; for he has been long 
time the instructor of my youth. My good 
another, to whom I owe all, and who would 


The Influence of Good Books 5 

not wish, she said, to see her son an illus¬ 
trious dunce, put this book into my hands 
almost when I was a child at the breast. It 
has been like my conscience, and has whis¬ 
pered in my ear many good suggestions and 
maxims for my conduct, and the government 
of my affairs.” 

We find Madame Roland carrying Plu¬ 
tarch to church with her instead of a prayer- 
book — that was when she was nine years 
old. “From that period,” she writes, “I may 
date the first impressions and ideas that ren¬ 
dered me a republican.” So it was Madame 
Roland’s childhood reading that laid the 
foundations for her political views which led 
to her martyrdom in the cause of liberty. 
The same author exerted a strong influence 
over the young Napoleon, who read with 
avidity history, especially of ancient repub¬ 
lics. The “Commentaries” of Caesar was 
also one of his favorite books. 

In like manner we may trace the effect 
of countless other books — from the Holy 
Bible, that ha? moved nations and wrought 
miracles in the souls of men, to the writings 


6 The Children’s Reading 

of poets, sages, historians, and novelists that 
have helped to mould character and shape 
events. 

Masson writes that there are evidences that 
Milton’s earliest reading had ranged far 
beyond the day’s theological works and “it 
is with his early readings of Du Bartas, 
Spenser, and other poets, that we are bound, 
by the concord of time, to connect his own 
first efforts in English verse. According to Au¬ 
brey he had been a poet from the age of ten.” 

“The first two books I ever read in pri¬ 
vate,” writes Burns in a delightfully reminis¬ 
cent letter to his friend Dr. Moore, “and 
which gave me more pleasure than any two 
books I ever read again, were 4 The Life of 
Hannibal,’ and 4 The History of Sir William 
Wallace.’ Hannibal gave my young ideas 
such a turn that I used to strut in raptures 
up and down after the recruiting-drum and 
bagpipe, and wish myself tall enough that I 
might be a soldier; while the story of Wal¬ 
lace poured a Scottish prejudice in my veins, 
which will boil along there till the flood¬ 
gates of life shut in eternal rest.” 


The Influence of Good Books 7 

Gladstone enumerates some of his early 
books—“Pilgrim’sProgress,” “The Arabian 
Nights,” “ Tales of the Genii,” and Miss 
Porter’s “ Scottish Chiefs.” The latter, he 
says, touched him deeply, “especially the 
life and death of Wallace, used to make me 
weep. This would be when I was about ten 
years old.” A list of Gladstone’s readings 
the year he was seventeen is most impress¬ 
ive. It includes among other things Moliere 
and Racine, “ Tom Jones,” Tomline’s “Life 
of Pitt,” Leslie on “Deism,” Locke’s “De¬ 
fence of the Reasonableness of Christianity,” 
Milton’s Latin poems and “Paradise Lost,” 
Ben Jonson’s “Alchemist,” and Scott, in¬ 
cluding the “ Bride of Lammermoor.” The 
last he called a beautiful tale, and it was in 
after life a favorite book. Says Morley, re¬ 
ferring to Gladstone’s notes on the books 
he read, “Mention is made of many sermons 
on ‘Redeeming the time,’ ‘Weighed in 
the balance and found wanting,’ ‘ Cease to do 
evil, learn to do good,’ and other ever un¬ 
exhausted texts. One constant entry, we 
may be sure, is ‘ Read Bible.’ ” 


8 The Children’s Reading 

Into the field of science we trace the book 
influence. The twelve-year-old Huxley 
lighted his candle before daylight and with 
a blanket pinned about his shoulders read 
Hutton’s “Geology.” “One of his boyish 
speculations,” says his son, “ was as to what 
would become of things if their qualities 
were taken away; and lighting upon Sir 
William Hamilton’s 6 Logic ’ he devoured it 
to such good effect that when, years after¬ 
wards, he came to tackle the great philoso¬ 
phers, especially the English and German, he 
found he had already a clear notion of where 
the key of metaphysics lay.” 

It is not possible to give in this limited 
space many examples of the influence of 
books. The reader is referred for further 
evidence to the table of early readings of 
great people which forms the frontispiece of 
this volume. But we cannot better close this 
brief survey than with a glimpse of young 
Abe Lincoln stretched out on the cabin 
floor, reading, by the light of a burning 
log, those precious books to borrow which 
he had tramped many a mile. He learned 


The Influence of Good Books 


9 


Bums by heart, and Shakespeare, too, — a 
significant fact when we consider the depth 
and breadth of Shakespeare’s humanity, 
and that Burns sang the brotherhood of 
man. 

Thus we find that the Past presents an 
overwhelming and convincing mass of proof 
as to the influence of books. We find 
many men and women deeply moved and 
impelled by what they read — strong virile 
literature capable of impressing the imagina¬ 
tion. And, what is of educational importance, 
we note that many of these books were read, 
appreciated, and their contents absorbed by 
the very young. 

With this evidence before us we should 
surely feel more than ever the grave re¬ 
sponsibility of directing the children’s read¬ 
ing, cultivating their powers of discrimin¬ 
ation, and making them book-lovers in the 
finest sense of the word. One may then say 
with the Lacedemonian, who, when asked 
what he had done for the child in his charge, 
replied, “I make good and honest things 
pleasant to children.” 




IO 


The Children’s Reading 


SOME INTERESTING ARTICLES ON THE 
EARLY INFLUENCE OF GOOD BOOKS 

Books for children to read. (In Baldwin, Book 
Lover.) 

Evidences of the influence of books on great men, 
and advice on the selection of children* s books. 

On novels and the art of writing them. (In 
Trollope, Autobiography.) 

On the character-moulding powers of the good and 
bad novel, and of the novelist’s responsibility. 

On reading old books. (In Hazlitt, Plain Speaker.) 

A charming essay laying emphasis on the pleasures 
of reading in youth. 

The problem. (In Moses, Children’s Books 
and Reading.) 

A plea for strong reading for children — a chapter in 
a book dealing with the growth of children’s litera¬ 
ture. Contains valuable bibliographies on the sub¬ 
ject. 

What children read. (In Repplier, Books and 
Men.) 

A spicy essay comparing the strong book with the 
weak. 


CHAPTER II 


SOME MODERN CONDITIONS AND THE 
EFFECTS OF BAD BOOKS 

“ Let everything possible be done to keep these sensitive 
boys and girls , but particularly the former, from familiarity 
‘with crime. Do not thrust desperadoism upon them from the 
shop-windows through the picture-covered dime novel , and 
the flaring pages of the 4 Police Gazetted It is just such 
teaching by suggestion that starts many an honest but romantic 
boy off to the road , when a little cautious legislation might 
save him years of foolish wandering and the State the expense 
of housing him in its reformatories later on. I write with 
feeling , at this point , for I know from personal experience 
what tantalising thoughts a dime novel will awaken in 
such a boy's mind. One of these thoughts will play more 
havoc with his youth than can be made good in his manhood." 
— Flynt, 44 Tramping with Tramps.” 

A LL our modem children are not Mil- 
tons, Madame Rolands, or Lincolns, 
living comparatively isolated lives, and sur¬ 
rounded by a few strong books not written 
for children. To-day we have to face rapidly 
changing conditions. Education is no longer 
for the fortunate few, but for all. Interests 
are wider, though with a tendency to super - 4 


12 T. ® Children’s Reading 

ficiality, and good and bad books may be 
had almost for the asking. So before we 
proceed to select reading for the present-day 
boys and girls it is helpful to examine some 
of the deteriorating influences which affect 
their reading tastes. 

Modern city children are thrust, almost 
in babyhood, into the ceaseless, bewildering 
rush of life outside the home. They are ex¬ 
posed in a truer sense of the word than are 
the children whom the heathen abandon to 
die of cold and hunger — exposed to evil 
foes attacking from all sides: to weak and 
bad companions, to the exciting pleasures 
of the street, to the influence of low shows, 
coarse pictures, suggestive bill-posters, and 
to the dangerous suggestions of the nickel 
and dime novels. Thus the children’s virtues 
are likely to be corrupted, and their minds 
filled with coarsening thoughts and ignoble 
purposes. 

The church, school, settlement, play¬ 
ground, and public library are all doing their 
share to counteract deteriorating influences, 
but the foundations of the walls that will 


The Effects of Bad Books 13 

successfully shut out these warring enemies 
of the soul must be laid in the home. Teach¬ 
ers, librarians, and social workers can cooper¬ 
ate with, but they cannot serve as substitutes 
for educated parents, who, by the laws of 
family relationship, — likeness of mental pro¬ 
cesses, and force of personal example,— 
exert a more powerful, direct, daily influence 
on the moral, mental, and spiritual growth 
of their children. 

The most forceful virtue-fostering in¬ 
fluences are to be found in the highest type of 
the home. But the home in these modem 
times has undergone changes which have 
weakened its constructive powers. The 
mother is the home-maker. The modern fac¬ 
tory now makes many of the household sup¬ 
plies which the mother formerly made witn 
her own hands. Thus for some time past she 
has been relieved of a number of home du¬ 
ties, and her time and attention have been 
diverted to pleasures and duties of outside 
life. Hitherto the modern mother has had 
little time for the old-fashioned companion¬ 
ship with her children, to read, work, or sew 


14 The Children’s Reading 

with them, or to devise their amusements* 
The father has been too absorbed by his busi¬ 
ness to enjoy his children. Thus many a home 
has offered no inducement to look for amuse¬ 
ment there, consequently it has lost its 
strength to counteract evil outside forces. 

Happily there has been of late a strong re¬ 
action towards home-making and personal 
parental supervision. The mother is now 
making a wise adjustment of her time be¬ 
tween home duties and the pressing calls of 
the outside world — philanthropic, educa¬ 
tional, and civic. She is studying the best 
methods of developing her children, includ¬ 
ing the guiding of reading. Indeed, the 
mother now realizes that weak and vicious 
books undermine character. 

In order to meet actual conditions, when 
guiding the children’s reading, all parents 
should know something of the nature of 
the bad books that fall so easily into their 
children’s hands. 

There are two classes of bad books: one 
the thrilling tale of impossible adventure, 
weak, sentimental, and enervating, neither 


The Effects of Bad Books 15 

strong enough to incite to action, nor aiming 
to inculcate noble ideas of right and wrong; 
the other the really vicious tale, written in 
bombastic language and presenting false stan¬ 
dards of life and morals under the glamour of 
sensational love-story, or daring adventures 
of criminals, detectives, and other question¬ 
able heroes. 

It is scarcely possible to keep the children, 
especially city children, from some know¬ 
ledge of these books. For weak and vicious 
fiction may be found everywhere. It may be 
bought for a few cents from the news-stand, 
rented from cheap subscription libraries, bor¬ 
rowed from comrades, and found even on the 
shelves of those public libraries which exer¬ 
cise no educational supervision over the 
selection of the books they provide for the 
children of their communities. 

Impelled by the natural force of book- 
hunger, boys and girls will read something , 
and they want that something to be excit¬ 
ing or emotional. If good and entertaining 
books are not provided the boy may subsist 
entirely (possibly in secret) on a diet of 


16 The Children’s Reading 

dime and nickel novels, and if procurable, 
on the lurid pages of the “Police Gazette ” 
while the girl will eagerly devour the vulgar 
love-episodes of the family story papers, and 
the cheap “yellow novels.” Even if good 
books are made available the boy will pro¬ 
bably read his quota of “dimes and nickel.” 

Happily the real danger from reading these 
tales does not lie in enjoying a few of them, 
but in the continuous indulgence in weak 
and vicious reading. At a very early period 
constructive home influences should be 
brought to bear on the children. Their pow¬ 
ers of discrimination should be developed, 
and mentality strengthened; so after a while 
they will find that the cheap story palls and 
becomes insipid, and sensational adventures 
seem no longer plausible, or worth reading, 
when they may have a vigorous story for the 
asking. When children reach this stage, then 
the “yellow” book has no longer any hold 
on them. 

If, however, constructive influences are not 
brought to bear, the boy is likely to retain 
in his character the marks set by the false 


The Effects of Bad Books 17 

standards of life, the mock heroics, and the 
criminal suggestions of the dime and nickel 
novels; and the girl will continue to feed 
on those vulgar love-tales, which cannot fail 
to color her views of life in general. 

Another evil force to be fully reckoned 
with is the uncensored moving-picture-show,* 
where on the screen are vivified the doings 
of criminals, outlaws, and vagabonds. It is 
a common occurrence in the public library 
for children to ask for books by the titles 
of the current programmes of the neighbor¬ 
hood picture-shows; proving the power of 
moving-pictures to excite interest in sensa¬ 
tional reading. Here the same undermining 
forces are at work as in the dime and nickel 
novel — the suggestions entering the mind 
through the same powerful medium, the 
imagination. 

In this necessarily brief survey of the ef¬ 
fects of bad reading it is not possible to pre¬ 
sent the matter from all sides. The reader 
is therefore directed for further information 
to the following books containing much food 
for thought. 


18 The Children’s Reading 

ON THE INFLUENCE OF BAD BOOKS 

Little Pharisees in Fiction. (In Repplier, Varia.) 
Of Elsie Dinsmore and her kind. 

The Children of the Road. (In Flynt, Tramp¬ 
ing with Tramps.) 

•* In the bottom of their hearts they are no worse than 
the average boy and girl, but they have been unfortu¬ 
nate enough to see a picture or hear a story of some 
famous rascal and it has lodged in their brains; until 
the temptation to * go and do likewise * has come 
upon them with such overwhelming force that they 
simply cannot resist.” 

The Influence of Books. (In Field, Fingerposts 
to Children’s Reading.) 

Gives practical illustrations of the effects of bad books. 


CHAPTER III 


CHILDREN'S INTERESTS 


“ See, at his feet, some little plan or chart, 

Some fragment from his dream of human life t 
Shaped by himself, with newly-learned art', 

A wedding or a festival, 

A mourning or a funeral; 

And this hath now his heart, 

And unto this he frames bis song; 

Then will he fit his tongue 
To dialogues of business, love, or strife . . . 

Filling from time to time his ** humorous stage ” 

With all the Persons, down to palsied Age, 

That life brings with her in her equipage; 

As if his whole vocation 
Were endless imitation ." 

Wordsworth. 

I F parents wish to initiate their children 
into the full joys of reading, they must 
be able to look back at their own childhood 
doings through a veil of half-humorous re¬ 
trospection. They should be sympathetic 
with children’s thrills of excitement, with 
their curiosity, their fancies, their sense of 
humor, and with their love of warmth.and 
color. 


20 The Children’s Reading 

In discussing reading we may pass quickly 
over the good little children, placidly seated 
on benches, with aprons immaculate, and 
smooth, parlor-made faces, who, if they exist 
outside the brain of the sentimentalist, may 
be disposed of once for all with a diet of 
“ Parent’s Assistant,” “ Rosamond and the 
Purple Jar,” “The Fairchild Family,” and 
“Sandford and Merton” — or, better still, 
with an antidote to unnatural goodness in 
the shape of liberal doses of “ Peck’s Bad 
Boy” and the “ yellowest” of nickel novels. 
The children whom we have to deal with 
thoughtfully are those of the playground 
and nursery; who are in perpetual motion, 
sparkling, rumpled, saucy, mischievous, in¬ 
quisitive, keen at questioning, and quick to 
respond to suggestions good and bad if they 
are presented in an enticing way. These 
children are a never-failing source of delight 
to parents who study the interests and daily 
development of their boys and girls, and who 
seek to fit the right books to varying tastes. 
Such study brings not only pleasure but 
wisdom to parents, for, as Goethe says, “ If 


Children's Interests 21 

one, after the manner of Swedenborgian spir¬ 
its, wishes to look through the eyes of others, 
one would do best to use chil^en’s eyes for 
that purpose.” VB 

The process of gradually moulding the 
mind of a child is best begun in infancy. 
The mother finds, even before the little one 
can speak, that he responds to rhythm. First 
to lullabies, then to Mother Goose rhymes, 
repeated over and over, with emphasis on 
the rhyme. Half the baby’s pleasure is in 
the frequent hearing of a familiar strain. The 
baby enjoys also, largely for rhythm’s sake, 
short stories with refrains and much repeti¬ 
tion, also cumulative tales; like, “ The Three 
Bears,” “This Little Pig went to Market,” 
“To Boston, to Boston,” “The House that 
Jack Built,” “ The Pig that would not go 
over the Stile,” and many others to be found 
in Mother Goose, iEsop, Grimm, and Ja¬ 
cobs. 

An acquaintance of the writer, who be¬ 
lieves in the importance of rhythmic train¬ 
ing, reads aloud Italian to his young children, 
who, though they do not understand the 


22 


The Children’s Reading 


meaning of the words, are fascinated by the 
musical cadence of the language. 


ows of one baby boy who, 
ould speak, would sit mo 



The writ 
long before 


tionless for half an hour or more on his aunt’s 
lap listening to stories told swiftly and 
rhythmically to the older children. He was 
a healthy, active little lad, full of mischief 
at other times, but during story-telling he 
would sit spell-bound, with eyes fixed stead¬ 
fastly on the story-teller’s face. 

This feeling for rhythm is found in al¬ 
most every normal child. It is in fact the 
rudiment or germ of a sense of balance and 
harmony, and as such should be carefully 
nurtured. The Greeks laid stress on this 
branch of education — the development of 
the sense of harmony through music and 
poetry. And modern educators are introduc¬ 
ing folk-song and dancing into schools and 
playground curriculums. 

As the infant passes into childhood he be¬ 
gins to take an interest in live things — es¬ 
pecially domestic animals—and later in 
flowers, wind, rain, stars, and other expres- 


Children’s Interests 23 

sions of Nature. He finds delight in picture- 
books, and short stories of animals, birds, and 
flowers. When a little older he enjoys fables, 
fairy and wonder tales, short moral stories, 
and imaginative tales of home, play, and 
humor. 

The transition from childhood into boy¬ 
hood and girlhood is at first scarcely percep¬ 
tible. It comes at no definite age, but accord¬ 
ing to the maturity of the individual child. 
It usually occurs between ten and twelve 
years of age. At this period both boy and 
girl begin to show a twofold interest in life 
and books. They are alike in their idealistic 
interests —that is, in a craving for romance 
and chivalry, and the poetic interpretation of 
ethical truths. But they begin to develop 
differing sex interests in the affairs and books 
of practical life. 

As a boy’s practical interest evolves, he, 
being objective by nature, prefers stories of 
athletics, of daring adventures, thrilling dan¬ 
gers and escapes, also of gregarious life, such 
as the experiences of gangs, pirates and rob¬ 
ber-bands, and members of secret societies 


24 The Children’s Reading 

and clubs. He enjoys history, biography, and 
books that show him how to make and do 
things. 

A girl, with intense subjectivity, reads by 
preference stories of play, home, and school 
life; the burden of which too often is pain¬ 
ful mental suffering over small sins, and 
misunderstandings. As she grows older she 
enjoys simple love stories of a romantic 
nature. 

The natural instincts of a girl are narrower 
than a boy’s. They may be broadened, how¬ 
ever, if some one whom she admires takes an 
active part in directing her reading; for the 
girl is a hero-worshiper, and is willing to 
be guided by the judgment of one whom 
she likes. On the other hand, a boy is cau¬ 
tious about taking advice from any one who 
does not agree with his definite likes for 
things and actions; this is especially true of 
his reading. 

Although it is possible to classify roughly 
certain tastes and interests as belonging to 
one or more periods of childhood and youth, 
it is impossible to forecast the individual 


Children’s Interests 


*5 

talents and preferences of children. These, 
parents must watch and satisfy as need calls, 
and adjust their selection of books accord- 
ingly. 

There are books to meet all interests, indi¬ 
vidual, idealistic, practical; books that will sat¬ 
isfy budding talents, and books that cover a 
wide range of popular girl and boy interests; 
many of these the children will read for them¬ 
selves without pressure. But the books that 
may forcibly impress on character ideas ofjus- 
tice, truth, honor, loyalty, and heroism, these 
must be introduced to the children through 
tactful and enjoyable methods, which will 
stimulate the imagination. Some of these 
methods already proved to be successful are 
briefly discussed in the following chapter. 

There is, however, no more refreshing way 
of renewing one’s youth than through read¬ 
ing some of the human books listed below. 
The list is merely suggestive, for there are 
many other stories dealing sympathetically 
with children’s interests. 


06 The Children's Reading 


ON CHILDREN’S INTERESTS 
Infancy and childhood 

Cosette, book 3. (In Hugo, Les Miserables.) 

Cosctte works, plays, and suffers at Thenardier’s 
inn. 

Golden Age. (Grahame.) 

Charming, reminiscent tales, told with poetic feeling 
and sympathy with childhood’s plays and fancies. 

King John, Act IV. (Shakespeare.) 

Arthur and Hubert. 

Little Annie’s Ramble. (In Hawthorne, Little 
Daffydowndilly.) 

“ When our infancy is almost forgotten, and our 
boyhood long departed, though it seems but as yes¬ 
terday ; when life settles darkly down upon us, and 
we doubt whether to call ourselves young any more, 
then it is good to steal away from the society of 
bearded men, and even of gentler woman, and spend 
an hour or two with children.” 

Pearl. (In Hawthorne, Scarlet Letter.) 

“In this one child there were many children, com¬ 
prehending the full scope between the wild-flower 
prettiness of a peasant baby, and the pomp, in little, 
of an infant princess.” 

The Madness of Philip. (Daskam.) 

A collection of short stories setting forth most hu¬ 
morously the badnesses, mischief, and fun of small 
children. 


2 7 


Children’s Interests 

Girlhood, 

Boy and Girl, and School-time. (In Eliot, Mill 
on the Floss.) 

Development of a high-spirited and sensitive girl. 

Little Women. (Alcott.) 

Of normal, wholesome girl-interests. 

One I Knew Best of All. (Burnett.) 

Story of a lonely, self-centred girlhood. 

Phoebe and Ernest. (Gillmore.) 

Of the domestic relations between some practical 
American parents and their children. 

The Sisters Rajevski. (Sonia Kovalevsky.) 

An interesting autobiographical sketch of the educa¬ 
tion and development of Sonia and her sister. 

Boyhood 

Being a Boy. (Warner.) 

An elderly boy’s reminiscences of his farm life. Hu¬ 
morous and delightful. 

Cousin Rufus’s Story. (In Riley, A Child-World.) 
About a runaway boy. 

Boyhood of David. (In Dickens, David Copper- 
field.) 

Of whom Dickens says : “ I have in my heart of 
hearts a favorite child, and his name is David Cop- 
perfield.” 

Story of a Bad Boy. (Aldrich.) 

A happy-hearted, humorous record of the author’s 
New England boyhood. 


128 The Children’s Reading 

Tom Brown’s School Days. (Hughes.) 

A story embodying the principles which Dr. Arnold 
of Rugby used to develop boys into manly, Chris¬ 
tian men. 

Tom Sawyer. (Twain.) 

Humorous and clever study of natural, untamed in¬ 
terests of boys — such incidents as mysterious caves, 
grave-robbing, midnight marauding, drinking, smok¬ 
ing, superstitions, early loves, vagabond life, treas¬ 
ure-finding, and robber-gangs with secret and bloody 
oaths. 


CHAPTER IV 


WAYS OF GUIDING READING 

** The telling of stories refreshes the mind as a bath re¬ 
freshes the body; it gives exercise to the intellect and its 
powers^ it tests the judgment and the feelings."" — Froebel. 

“ There is no academy on earth equal to a mother"s read¬ 
ing to her child."" — Scudder. 

C OMPANIONSHIP of parents and 
children, and mutual enjoyment of 
books are then the foundation of successful 
guiding of children’s home reading. This 
exchange of sympathies may be brought 
about by very simple methods, if they are 
utilized by parents after a joyous not didac¬ 
tic fashion. 

As soon as a little child can understand 
simple spoken language he should be told 
stories regularly. He is not yet ready to be 
read aloud to, as it is difficult for him to 
concentrate attention on spoken words only. 
He craves the closer sympathy aroused by 
watching the story-teller’s face; for the play 


30 The Children’s Reading 

of emotions on the face, and the cadences 
of the voice as it fits itself to the narrative, 
heighten a child’s pleasure and help to keep 
his absorbed attention. 

At story-telling time a child’s mind is 
open to the deepest impressions. His emo¬ 
tions may be swayed towards good or bad. 
His imagination is active, making a succes¬ 
sion of mental pictures. Through story¬ 
telling he may be taught the difference be¬ 
tween right and wrong, and his mind may 
be stocked with beautiful mental images, 
and as soon as he can read he may be given 
the books that contain the stories told, and 
be encouraged to read for himself. 

The delights of story-telling, its power to 
stimulate the imagination of the story-teller 
as well as the interest of the listeners, are set 
forth in this charming picture of mother and 
son given us by Goethe’s mother. “Air, fire, 
earth, and water I presented under the forms 
of princesses; and to all natural phenomena 
I gave a meaning, in which I almost be¬ 
lieved more fervently than my little hearers. 
As we thought of paths which led from star 


Ways of Guiding Reading 31 

to star, and that we should one day inhabit 
the stars, and thought of the great spirits we 
should meet there, I was as eager for the 
hours of story-telling as the children them¬ 
selves; I was quite curious about the future 
course of my own improvisation, and any 
invitation which interrupted these evenings 
was disagreeable. There I sat and there 
Wolfgang held me with his large black 
eyes; and when the fate of one of his favor¬ 
ites was not according to his fancy, I saw 
the angry veins swell on his temples; I saw 
him repress his tears. He often burst in with, 
‘But, mother, the princess won’t marry the 
nasty tailor, even if he does kill the giant! ’ 
And when I made a pause for the night, 
promising to continue it on the morrow, I 
was certain that he would in the meanwhile 
think it out for himself, and so he often 
stimulated my imagination.” 

Thus Goethe’s mother learned her story¬ 
telling methods from her children, and, un¬ 
reining her imagination, carried her children 
with her into wonder-realms. She helped the 
evolution of her son’s rich intellect, and by 


32 The Children's Reading 

so doing enlarged her own nature. In this 
way any mother may learn of her children, 
but she will do well to supplement this nat¬ 
ural training by studying the methods of 
professional story-tellers; for this purpose 
she will find helpful the books listed at the 
end of this chapter. Miss Bryant, in sum¬ 
ming up the essentials of good story-telling, 
says that it “ includes sympathy, grasp, 
spontaneity; one must appreciate the story, 
and know it; and then, using the realizing 
imagination as a vivifying force, and dom¬ 
inated by the mood of the story, one must 
tell it with all one’s might, —simply, vitally, 
joyously.” 

A broad education may be given older 
children by supplementing the story-hour 
with systematic reading aloud. As a child 
grows older a regular hour should be set 
aside daily for reading aloud to him. This 
should not interfere with playtime in the open 
air. A bedtime hour for reading, or an eve¬ 
ning reading in the family sitting-room, is 
conducive to a delightful companionship 
of parents, children, and books. The litera- 


Ways of Guiding Reading 33 

ture thus read should be, as far as possible, 
of a vital kind that the children are not likely 
at first to enjoy by themselves. Such an 
introduction to fine books, with possibly a 
second reading of favorites, will make them 
forever a part of the literary equipment of the 
children. 

One grandmother of to-day, the centre and 
life of her large household, has, by dint of 
systematic reading aloud, and careful selec¬ 
tion of books, developed the literary taste of 
six children of her own, and two nephews, 
and is now pursuing the same course with 
three grandchildren. The oldest grandchild 
is nine years old, and her general knowledge 
of history and literature would be remarkable 
in a girl of twelve. The child’s unfatigued 
mind and plastic memory has unconsciously 
gathered from the reading many facts and 
ideas, which have become, as it were, a part 
of her being, and she readily absorbs this 
knowledge because it appeals to her through 
her imagination. Two hours a day the grand¬ 
mother sets aside for reading aloud to the 
children. One directly after luncheon, and 


34 The Children’s Reading 

the other at bedtime. The children sew, 
embroider, or do other work, while being 
read to, and they look forward to their hour. 
The programme covers a wide range of 
reading, including books for little folk, and 
biography, travel, history, poetry, and the 
classics for the older ones, and once a month 
“St. Nicholas.” Each evening reading-hour is 
begun by a chapter from the Bible or “Pil¬ 
grim’s Progress,” which are thus evening by 
evening read through with judicious skip¬ 
ping. A large share of this grandmother’s 
success lies in her own enjoyment of what she 
reads; in her keen and youthful relish for a 
good story, and in her low but expressive 
voice, which modulates itself to the interest 
of the narrative. She unconsciously ex¬ 
emplifies the ancient admonition to “carry 
your voice softly and low, as it were in the 
chariot of another man’s words.” 

Wagner tells us that when he was six 
years old his father placed him with a clergy¬ 
man, to be brought up with other boys of 
his own class. The vicar, Herr Wetzel, read 
aloud and told stories in the evenings. He 



Ways of Guiding Reading 


35 

“used to tell us,” writes Wagner, “ the story 
of Robinson Crusoe, and discuss it with us 
in a highly instructive manner. I was, more* 
over much impressed by a biography of 
Mozart, which was read aloud; and the 
newspaper accounts and monthly reports of 
the events of the Greek War for Independ* 
ence stirred my imagination deeply. My 
love for Greece, which afterwards made me 
turn with enthusiasm to the mythology and 
history of ancient Hellas, was thus the natu* 
ral outcome of the intense and painful in*, 
terest I took in the events of this period.” 
And later, when leaving his home in Eisle- 
ben, Wagner writes: “I soon made myself 
at home with a soap-boiler’s family, to whom 
the house belonged, and became popular 
with them on account of the stories I 
told.” 

The selection of stories to tell or read 
aloud is a question of importance, and to 
choose the best from the great mass of avail¬ 
able literature is a long and difficult task. 
To this end valuable suggestions will be 
found in both Miss Bryant’s and Miss 


36 The Children’s Reading 

Lyman’s books, and in “ The Fingerposts ” 
of Mr. Field, but as an aid to busy parents 
a graded list of “ one hundred good stories 
to tell and where to find them,” is added 
to the appendix of this volume; and at the 
end of each chapter on children’s books 
is a list of recommended books from which 
may be selected stories to read aloud. 

A systematic programme, not too ironclad, 
may be arranged, or the story-teller and 
reader may follow the children’s requests. 
One book often suggests another, or the child¬ 
ren become interested in special subjects. It 
may be necessary to lead up to the strong 
books by reading aloud first from good but 
more ephemeral stories; for instance, the read¬ 
ing of Howard Pyle’s “ Robin Hood ” may 
create a desire to hear Robin Hood ballads, 
and possibly “ Ivanhoe ” may be enjoyed. In 
the same way Bennett’s “ Master Skylark ” 
may lead to Tappan’s “ In the Days of Queen 
Elizabeth,” Rolfe’s “Shakespeare, the Boy,” 
and later to Yonge’s “ Unknown to History,” 
“Kenilworth,” and “Westward Ho!” 01 
even to the reading of Shakespeare’s plays, 


Ways of Guiding Reading 37 

either in original form, or in the renditions 
of Lamb and Hoffman. 

The building-up of the home library is an 
essential aid in the development of literary 
taste, and only books worth reading twice 
should be bought for it. Almost every child 
has at one time or another the collecting 
mania. This may be turned to good account 
if he is encouraged to expend his collecting 
effort on books. If expensive editions are out 
of the question there are many compara¬ 
tively cheap ones which are a pleasure and 
an education to own. A neat book-case, and 
a book-plate with his name on it increase a 
child’s joy of ownership. The book-plate 
may be obtained of an art-stationer, or, for 
a small sum, it may be made by any printer. 
In the latter case the plate may be about 
two inches square, made of cream-white, 
flexible paper. A simple decorative border 
may be used, and the child’s name — Mary 
Phillips , her book , or Edwin Hunt , his book , 
as the case may be — printed in two lines in 
the centre. 

Children like to keep lists of the books 


38 The Children’s Reading 

they read, or to copy short poems and wise 
sayings. An attractive little blank book, 
with a gay cover, and with, if possible, ^he 
child’s name printed on it, will prove an in¬ 
centive to good reading. Lincoln as a boy 
kept such a record on boards when he had 
no paper. “We have heard of writers and 
scholars,” writes his biographer, Brooks, 
“who make a commonplace book in which 
may be recorded things noteworthy and 
memorable. Abraham Lincoln, at the age 
of ten, kept such a book. It was first writ¬ 
ten on wooden 4 shakes,’ with charcoal. 
Transferred to paper with pen and ink, and 
repeated often, the noble thoughts and me¬ 
lodious lines of famous men had already 
become a part of the education of the Presi¬ 
dent that was to be.” 

Thus with a good and varied library to 
choose from, and a regular book-hour for 
story-telling or reading aloud, parents may 
not only accomplish wonders in the educa¬ 
tion of their children, but they may bring 
about a mutual enjoyment that will as time 
goes on result in a deep, tender, and abiding 


Ways of Guiding Reading 39 

friendship between themselves and their boys 
and girls, and in after years those children 
will look back with grateful memories to 
the social hour which gave them not only 
their love of books, but brought them nearer 
to their home. 

HELPS IN GUIDING CHILDREN’S READING 

How to Tell Stories to Children. (Bryant.) 

A practical manual on story-telling. Contains chap¬ 
ters on selecting and adapting stories ; on how to 
tell stories, and also includes a number of stories 
already adapted for the teller, together with lists of 
good stories to tell. 

Reading in the Home. (In Field, Fingerposts to 
Children’s Reading.) 

Ways of directing reading, together with a suggest¬ 
ive list of books. 

Story-Telling, What to Tell and How to Tell it. 
(Lyman.) 

With special reference to story-telling from epic and 
romance. Contains also a chapter on reading aloud, 
with suggestions as to what to read. 


CHAPTER V 


PICTURE BOOKS AND ILLUSTRATORS 


“ A picture is the simplest and most elementary expression 
of an idea . It precedes written language . The savage told 
his primitive stories by means of picture-writing before his 
descendants learned the use of letters j and as the childhood 
of the individual is a counterpart of the childhood of the race t 
the child to-day expects the picture to tell his story also , before 
the text is open to him." — W. T. Field. 


HE picture-book has a distinct educa- 



Jl tional place. It stocks the imagination 
with pictured facts outside the individual’s 
daily experience, and it may train the eye to 
an appreciation of fine color, harmony, and 
line; and it may also feed the developing 
senses of fancy and humor. For these rea¬ 
sons the selection of a child’s picture-books 
is important. 

There are city children who have never 
seen fields of daisies and rippling grain, and 
they have never played in a haycock, driven 
cows to pasture, or gone berrying or wild- 


Picture Books and Illustrators 41 

flower gathering, nor have they fished with 
bent pins in willow-shaded brooks. There 
are country children who have never seen 
the city, or a circus, or the trains, ships, or 
traffic of busy, crowded life. But both city 
and country children may learn of all these 
things, enjoyably, from their picture-books. 
Through pictures they may gather inform¬ 
ation about life in many lands, natural his¬ 
tory of other countries, and manners and 
customs of former days; all of which helps 
to prepare them for a wider understanding 
of the books they will read when older. 

But to produce the best results a child 
should enjoy his pictures, and they should 
appeal through his imagination to his in¬ 
terests. He has definite preferences for cer¬ 
tain kinds of pictures. When little he enjoys 
linen books showing dogs, cats, horses, and 
other domestic animals, and later those de¬ 
picting bears, tigers, and wild life; he also 
enjoys pictures of children’s play and home 
life. He likes these illustrations if they are 
warm in color, full of action, and drawn with 
large simple lines, with little detail, and the 


42 The Children’s Reading 

last only when it helps explain the story told 
by the picture. 

When the little girl and boy have out¬ 
grown the elementary “toy” books, they 
will pore for hours over illustrations of rail¬ 
way trains, ships, soldiers, workingmen, doll’s 
housekeeping, and children at play, and over 
pictures telling in sequence whole tales of 
wonder and action. But especially delightful 
to the small child is the humorous picture- 
book, frolicsome, fanciful, and laughter¬ 
making. 

The writer has had a great deal of expe¬ 
rience in helping children to choose picture- 
books, and she has noticed that they do not 
instinctively choose the ordinary photogra¬ 
phic reproduction, the retrospective picture, 
or the poster-picture, heavily printed in black 
and white, or the decorative illustration, or 
the impressionistically colored one. They 
like at first primary colors, and later the 
warm coloring of nature. Action and joy, 
fun and fancy are the keynotes of favorite 
pictures. Children also like illustrations in 
black and white if they tell a story simply 


Picture Books and Illustrators 43 

and humanly. An example of this is the 
popularity of Foster’s “ Story of the Bible,” 
illustrated with old-fashioned woodcuts. The 
above principles apply not only to picture- 
books, but, to a certain extent, to the illus¬ 
trations of books for older boys and girls. 

Unfortunately there is not a large or varied 
line of excellent picture-books to choose 

JL 

from. Subjects of educational importance or 
of interest to children have not been ade¬ 
quately covered. Too many of the picture- 
books that deluge the market are crude in 
color or coarse in treatment; while, on the 
other hand, illustrations for the books of 
older children are many and attractive. 

Most of our finest linen, board, and cloth- 
bound picture-books, as well as the best ju¬ 
venile book illustration, are the work of Eng¬ 
lish artists, who seem to have retained their 
spontaneous freshness of youthful outlook. 
They spare no pains to make their work 
artistic as well as attractive. Among the 
pioneers of modern English juvenile illus¬ 
tration are Cruikshank, Caldecott, Walter 
Crane, Sir John Tenniel, and Kate Green- 


44 The Children’s Reading 

away. These artists have produced classic 
illustrations which should be a part of every 
child’s education. 

Cruikshank’s pictures for the old fairy¬ 
tales are wonderfully imaginative, and stim¬ 
ulating to the fancy. He created a fairy¬ 
land, and his giants seem to grow before 
our eyes. His text he twisted into temper¬ 
ance lectures for the young, thus destroying 
their value as folk-literature, but the volume 
makes an inimitable picture-book. 

For humor, action, and story-telling quality 
no children’s artist has surpassed Randolph 
Caldecott in his illustrations for “The Di¬ 
verting History of John Gilpin,” “The 
Babes in the Wood,” “An Elegy on the 
Death of a Mad Dog,” and other classic 
rhymes for the nursery. Walter Crane has 
triumphed over the children’s instinctive 
aversion to decorative drawing. This suc¬ 
cess is largely due to Crane’s choice for il¬ 
lustration of popular subjects, like The 
Sleeping Beauty, Red Riding Hood, Cin¬ 
derella, Jack and the Bean Stalk, and also 
to his romantic treatment and his coloring, 


Picture Books and Illustrators 45 

warm and rich. His decorative drawing 
subordinates itself to his story, which he 
tells in a delightful sequence of pictures 
that develop the tale without the aid of the 
text. His books are an education in line, 
color, and design, and fortunately they may 
be bought in cheap paper form as well as 
in the more expensive bound edition. Cut 
out and mounted on soft-toned brown card¬ 
board, with a black border drawn closely 
about the pictures, they make an artistic and 
fascinating nursery frieze. 

Sir John Tenniel helped to create “Alice 
in Wonderland,” for his convincing pic¬ 
tures did much to immortalize the wonder- 
child. When such perfect harmony between 
text and illustration exists, as it does in the 
original editions of Carroll’s classic story, it 
seems almost sacrilegious for other artists to 
attempt to improve on Tenniel’s work. Hap¬ 
pily so far no one has achieved such a suc¬ 
cess that the original illustrations are likely 
to be neglected. 

The sprightliness and delicacy of child¬ 
hood, the freshness and joy of springtime, 


46 The Children’s Reading 

reminding one of William Blake in spirit, 
are the essence of Kate Greenaway’s charm. 
Of her Andrew Lang says : “ Since Stothard, 
no one has given us such a clear-eyed, hap¬ 
py-hearted childhood. Added to this, the 
Old World costume in which Miss Green¬ 
away clothes her characters lends an arch 
piquancy.” 

These pioneers in English juvenile illus¬ 
tration have been followed by many more 
of varying merit. Among the newer artists 
is Hugh Thomson, whose spirited illustra¬ 
tions of Darton’s Canterbury Pilgrims are in 
keeping with the vigorous language of this 
rendition of the Chaucer tales. All we re¬ 
gret is that the artist’s name does not ap¬ 
pear oftener on the title-pages of children’s 
books. Another fine illustrator is L. Leslie 
Brooke, who depicts most humorously and 
imaginatively the talking animals of the nur¬ 
sery rhymes and stories. The funny detail 
of his pictures convulses little children with 
laughter, and his coloring is very attractive 
to the young. Louis Wain, too, draws ani¬ 
mals— cats — with delightful humor. Bed- 


Picture Books and Illustrators 47 

ford creates fanciful pictures, and Brock 
illustrates classic fiction with delicate colored 
plates showing old-time life. Rackham uses 
soft ivory effects which please aesthetic child¬ 
ren, while Helen Stratton handles primary 
colors so that they lose much of their crude¬ 
ness. She illustrates nursery tales, in large 
simple lines, very taking with the little peo¬ 
ple. 

It is only within a few years that well- 
known American illustrators have turned 
their attention to children. This portends 
the arrival of the American artistically illus¬ 
trated “juvenile.” Unfortunately some of 
the most prominent of the illustrators tend 
towards an involved poster style, or they 
depict the sentimental, or retrospective and 
introspective phases of child life. These il¬ 
lustrations are appreciated by grown people, 
but they fall utterly outside the normal, 
hearty interests of childhood. Examples of 
such illustration may be found in the work 
of the Rhead brothers, Elizabeth Shippen 
Green, Jessie Willcox Smith, and even 
Maxfield Parrish. These artists have done 


48 The Children’s Reading 

some work attractive to children, but their 
usual style is not so. 

Some fine American artists, who have 
achieved notable success from the standpoint 
of children, are Howard Pyle, Remington, 
E. Boyd Smith, Palmer Cox, Gelett Bur¬ 
gess, Peter Newell, and Reginald Birch. 

The illustrations of “ Men of Iron,” and 
“Jack Ballister’s Fortunes,” show Mr. Pyle 
at his best, but his pictures for “The Won¬ 
der Clock,” suggestive of the Albrecht Dii- 
rer school, do not arouse a thrill of response 
in every child. Remington illustrates, with 
spirit, cowboy and Indian life, while E. 
Boyd Smith tells a good story in his pic¬ 
tures, as may be seen in his “ Robinson Cru¬ 
soe,” and “The Last of the Mohicans”; but 
his coloring in his picture-books is not sat¬ 
isfactory to little children, although they 
enjoy his pictures because of his story-tell¬ 
ing power or his humor. 

Past-masters in the art of grotesque draw¬ 
ing are Palmer Cox, Gelett Burgess, and 
Peter Newell. Their books are highly sat¬ 
isfying to the small boy who revels in a 


Picture Books and Illustrators 49 

rollicking book that shakes both one’s sides 
with laughter. These grotesque illustrations 
supply the demand of the most embryonic 
sense of child-humor, and they displace the 
Buster Brown and Foxy Grandpa variety 
of picture-book. 

Reginald Birch represents a large class 
of artists on this side of the water, who pro¬ 
duce pretty, sentimental pictures, especially 
pleasing to girls. His illustrations have a 
quaintness, and a light, graceful quality that 
redeem them from condemnation on the 
score of sentimentality. 

Both in England and America there is 
a host of rising artists who are doing color 
work and illustrating in black and white. 
Some of their work, from the children’s 
standpoint, is most promising. They illus¬ 
trate new juvenile fiction galore and primers, 
readers, and the pages of “St. Nicholas.” 
They keep closely to children’s interests, 
and through their selection and presentation 
of subjects they do much to visualize for chil¬ 
dren scenes and experiences which broaden 
child-outlook on life. Among these illus- 


50 The Children’s Reading 

trators are Lucy Fitch Perkins, Hope Dun¬ 
lap, Blanche Ostertag, M. W. Enright, Bea¬ 
trix Potter, M. L. Kirk, T. H. Robinson, 
and A. G. Walker. 

Picture-books roughly classify themselves 
into four groups; the didactic, which includes 
alphabet books, those showing manners and 
customs, and those depicting historical events, 
mechanical objects, and natural history; the 
domestic , showing home, school, and play 
life; the fanciful and artistic , including story¬ 
telling pictures of fancy and wonder; and 
last but not least, the humorous picture-book. 
The appended list of recommended books 
follows this form. 

Before closing this chapter the writer 
wishes to make a plea for the best of picture- 
books, which, though not intended for child¬ 
ren, sometimes form decided tastes that in¬ 
fluence the after life of a child. These are 
odd volumes of old magazines, and illus¬ 
trated books of travel, history, biography, 
and adventure. One young woman, within 
the writer’s knowledge, bears in her mind 
indelible marks impressed by such volumes 


Picture Books and Illustrators 51 

as fell into her hands when a child. The 
pictured “Life of Napoleon,” by Abbott, as 
she pored over it in “Harper’s Magazine,” 
left with her a romantic interest in all that 
concerns the French Revolution, and the 
life of the war-genius. Illustrated volumes 
of Layard’s “Nineveh and its Remains,” and 
two volumes showing pictures of ancient 
Egyptians, enthralled her so completely and 
filled her with such a thirst for antiquities, 
that, now that she is a woman, the mere 
sight of an antique vase in a museum con¬ 
jures up in her mind a whole ancient civiliz¬ 
ation, in the contemplation of which she 
loses all sense of time and place. Stories and 
descriptions of burial mounds, sepulchres, 
and buried cities arouse in her an instant 
thrill of response which no new interest can 
cause—and all this magic is brought about 
by some musty tomes once used as picture- 
books. 

The modern book of travel, illustrated 
with the regulation photograph, does not 
serve this purpose. It is the book that is 
profusely bepictured with woodcut sketches. 


52 The Children's Reading 

or with photographs that tell a story, which 
a child enjoys. If parents own copies of 
such illustrated books as the Bible illus¬ 
trated by Dore, Lane’s “Arabian Nights,” 
Wilkinson’s “Ancient Egypt,” Sven He- 
din’s “ Through Asia,” or Kennan’s “ Sibe¬ 
ria,” they would do well to let their children 
absorb knowledge from the pictures. 

PICTURE-BOOKS 

(For other books of pictures see Easy Reading, page 
62; also History, Biography, and Travel, page 209. For 
editions, publishers, and prices, see Purchase List of Child¬ 
ren’s Books, page 302.) 

Didactic Picture-Books 

A, Apple Pie. (Greenaway.) 

Alphabet book in color, with pretty verse. 

Baby's Book of Trains and Ships. 

Oblong book, showing colored pictures of trains and 
ships of France, England, Russia, Canada, etc. 

Book of Baby Birds. (Parker.) 

Charming black and white pictures showing baby 
birds at home in their nests. Very lifelike. 

Children of Other Days. (Moore.) 

Full-page pictures showing famous royal children, 
together with some quaint pictures of other old- 
fashioned noble babies. Accompanied by simple 
text. 


Picture Books and Illustrators 53 
Farm-Book. (Smith.) 

Illustrated in color by E. Boyd Smith. Tells of 
modern farm life as seen by two city children. 
Includes pictures of ploughing, sowing, reaping, 
churning, feeding chickens, and going to market. 

Hans and Little Hilda. (Jewett.) 

A Christmas secret of two little Dutch children. 
Illustrated in color. 

Joan of Arc. (Boutet de Monvel.) 

The best of this famous French illustrator’s books 
for children. Gives in colored picture and simple 
text the life of the Maid of Orleans. 

Little Workers. (Lowe.) 

Oblong picture-book showing, in colored pictures, 
children working at all sorts of trades, — including 
printing, basket-making, dressmaking, glass-blow¬ 
ing, etc. 

My Big Book of Soldiers. 

Large picture-book with colored pictures of troops 
of all countries, including English, German, French, 
Japanese, and Chinese. 

Wee Folk’s Alphabet. (Hitch.) 

With colored illustrations. 

World in Pictures. (Von Wyss.) 

Contains sixty-two pictures, thirty-two of which 
are in color; depicting, among other things, desert 
life, Indian life, oceans, mountains, and volcanoes. 


54 The Children’s Reading 

Domestic Picture-Books 

Clean Peter. (Adelborg.) 

Pretty picture-book telling of Clean Peter’s effort! 
to reform the dirty children of Grubbylea. 

Hausmutterchen. (Bonn.) 

Oscar Pletsch, the illustrator, presents with sym¬ 
pathy the charm and quaintness of German peasant 
life, and of little children’s plays. A good picture- 
book in spite of its German text. Some other 
books illustrated by Pletsch are “Was willst du 
werden,” and “ Der alte Bekannte.” 

Nos Enfants. (France.) 

Stories of French children, accompanied by colored 
pictures by Boutet de Monvel. The companion 
volume to this is Filles et Garmons. French text. 


Fanciful and Artistic Picture-Books 

Baby’s Own AEsop. (Crane.) 

Artistically illustrated by Walter Crane. 

Bilberry Wood. (Dick.) 

Pretty, fanciful story told in rhyme, and pictured 
in color. 

Book of Gnomes. (Weatherly.) 

Colored pictures of fairies, elves, and dwarfs. Fan¬ 
ciful and popular with little children. 

Cherry Blossom. (Grimm.) 

Illustrated in primary colors by Helen Stratton. 
Other books of the series are Hansel and Gretel, 
and Roland and Maybird. 


Picture Books and Illustrators 55 

Cruikshank Fairy-Book. 

Four old-fashioned tales illustrated by “the veteran’* 
George Cruikshank, of whom Andrew Lang says: 
“ He indeed may justly be compared to Hogarth, 
since in tragic power and intensity he occasionally 
comes nearer to him than any artist of our time.” 

ka Fontaine’s Fables. (Boutet de Monvel.) 

Illustrated by the editor. Text in French, but the 
pictures tell the tales so cleverly that they do not 
need the aid of text. 

Marigold Garden. (Greenaway.) 

Original verses and delicate colored pictures by 
Kate Greenaway. 

Pied Piper of Hamelin. (Browning.) 

There are two charming editions of this poem. One 
artistically illustrated by Kate Greenaway, and the 
other with attractive colored pictures by Hope 
Dunlap. 

Under the Window. (Greenaway.) 

The most popular of Kate Greenaway’s books. 
Contains quaint colored pictures and verses. 

Walter Crane’s Picture-Books. 

Seven cloth-bound volumes of the best popular nursery 
tales, together with some nursery rhymes. Illus¬ 
trated in color, warm and rich. Published also, in 
twenty-one parts in paper covers. Austin Dobson 
says : “ Mr. Walter Crane has produced specimens 
of nursery literature, which, for refinement of col¬ 
oring and beauty of ornament, cannot easily be sur¬ 
passed.” 


The Children’s Reading 


Humorous Books 

Book of Cheerful Cats. (Francis.) 

Clever line drawings. Very popular with children. 

Brownie Books. (Cox.) 

Eight volumes of fun and frolic of Brownies abroad 
and at home. Some of the titles are, “ Brownies, 
their Book,” “Brownies around the World,” 
“Brownies through the Union,” and “Brownie 
Clown of Brownietown.” 

Caldecott Picture-Books. 

Four volumes of delightful, humorous pictures ac¬ 
companied by famous verse and rhyme. Of Calde¬ 
cott, Andrew Lang writes : “ There is a spontaneity 
of fun and unforced invention about everything he 
does. Other artists draw to amuse us; Mr. Calde¬ 
cott seems to draw to amuse himself—and this is 
his charm.” 

Careless Jane. (K. Pyle.) 

Pictures and verses telling of Georgie Lie-a-bed, 
Boisterous Ann, Untidy Amanda, and other wicked 
children. 

Chicken World. (Smith.) 

Humorous experiences of barnyard fowls, cleverly 
pictured by E. Boyd Smith. 

Goops and How to be Them. (Burgess.) 

“A manual of manners for polite infants.” Gro¬ 
tesque picture-book much enjoyed by children. 

Johnny Crow’s Garden. (Brooke.) 

An old nursery rhyme illustrated by L. Leslie 


Picture Books and Illustrators 57 

Brooke. Contains eight full-page pictures in color, 
and many black-and-white drawings. The com¬ 
panion volume is “Johnny Crow’s Party.* 

Slovenly Peter. (Hoffmann.) 

The well-known picture-book with rhymes telling 
of the dire punishments that befell naughty boys and 
girls. Illustrated in crude primary colors. Popular 
with children. 

Topsys and Turvys. (Newell.) 

Pictures which, whether held up side down or 
right side up, always tell a funny story. 

(Linen and indestructible picture-books are published by 
Dutton, McLoughlin, and Warne. They cost from five cents 
apiece up, according to quality of coloring and drawing, and 
the material on which the book is printed. Some of the sub¬ 
jects covered are : farm and country life, animals wild or 
domestic, railways, circuses, ships, aeroplanes, automobiles, 
zoos, and play life and fairy-tales.) 


CHAPTER VI 


EASY READING 


“The earliest reading is the story ,— simple, short , 
straightforward recitals of matters of daily occurrence , of the 
doings of children, and their parents , their friends or pets. 
. . . A fresh pure book for a little child is a treasure to be 
sought for and appreciated." —Baldwin. 



HE first reading-books given a child 


should be those that combine the best 


picture-book qualities with stories and verses 
that maybe read aloud to him. Among the 
finest books of this kind are “ Mother Goose 
Melodies,” edited by Wheeler, with charm¬ 
ing old woodcuts, or the edition edited by 
Andrew Lang, with many pictures by L. 
Leslie Brooke; the “ Book of Fables,” edited 
by Scudder, also embellished with woodcuts; 
Stevenson’s “ Child’s Garden of Verses,” il¬ 
lustrated in color by Squire and Mars; 
“The House in the Wood,” and “The 
Golden Goose Book,” with Brooke’s hu¬ 
morous, delightful, colored prints; and “ The 


Easy Reading 


59 

Runaway Donkey,” and “Through the 
Farmyard Gate,” by Poulsson. These books 
should be followed by primers, and readers, 
and simple stories, and verse, all of which 
serve a different educational purpose from 
that of the picture-book. They compose the 
bridge, so to speak, which leads from the land 
of picture-books to that of the story-telling 
text. For easy books for personal reading 
foster the beginning of the reading habit. 

There are two ways for a child to learn 
to read. First, mechanically by the means 
of some set teaching method. This he does 
more or less self-consciously, pronouncing 
each word aloud or to himself. As long as 
a child is conscious of the act of reading, 
his thought and fancy have no freedom, and 
he draws no real inner enjoyment from the 
story as a whole. The other way of reading 
is an instantaneous, unconscious absorption 
of the meanings of the words on a page, with¬ 
out mentally translating them into sounds. 
This ease in reading is gained the quickest 
by the child who is encouraged to read to 
himself from the time that he knows his 


60 The Children’s Reading 

alphabet and a few printed words. Thus by 
the means of easy books he learns rapidly 
from the context, increases his vocabulary 
and his understanding of phrases; all through 
the same natural method by which he learned 
to speak. 

The writer was once deeply impressed by 
the effect of mechanical classroom reading on 
children who had few or no books at home. 
She organized a children’s library in a dis¬ 
trict of poor foreigners. The children at¬ 
tended the public and parochial schools of 
the neighborhood. For the first few days 
after the opening of the library the librarian 
heard a low, steady buzz of voices all over 
the reading-room. The children were or¬ 
derly, and individually absorbed in a book, 
but they were painfully reading aloud to 
themselves. They continued to use the 
reading-room daily, and to take home the 
books provided — which were the best of 
“juveniles,” illustrated and attractive. The 
most popular easy books, picture-books, and 
fairy-tales were duplicated generously. After 
a week or so the buzzing sound disap- 


Easy Reading 6i 

peared from the room and the children settled 
down to quiet, steady enjoyment, unhamp¬ 
ered by self-consciousness. 

In the same way parents from the first 
may make home reading an ease and a de¬ 
light, and encourage the children to better 
and more advanced reading by providing 
the best of attractive primers, readers, and 
other simple books, well illustrated. 

Books for this period of childhood have 
necessarily little or no literary quality, but 
those selected should consult children's inter¬ 
ests, and be written in grammatically correct, 
simple language, and be printed in large 
type, and illustrated with the kind of pic¬ 
tures that attract little children. Dramatic in¬ 
cident, much objective conversation, and 
short, snappy stories are the most popular. 

The market is flooded with graded text¬ 
books of all kinds, compiled and arranged 
by recognized pedagogues. The primers 
and readers are so planned that one selec¬ 
tion leads to another, the vocabulary grow¬ 
ing increasingly difficult; thus a child is led 
step by step to more advanced reading. 


62 The Children's Reading 

As it is impossible in the following list 
to include all the good text-books, a selec¬ 
tion is here made of those primers, readers 
and simple books that are varied in subject 
and do not look like school-books. The 
covers of many are very attractive, and the 
illustrations will make a child desire to read 
and enjoy the pictured stories. 

BOOKS FOR EASY READING 

(For more advanced easy reading see the chapter on 
Fables, Myths and Fairy-Tales, page 68 $ and also Fiction 
of To-day, page 185. For editions, publishers, and prices, 
see Purchase List of Children’s Books, page 302.) 

Readers and Primers 

Advanced First Reader. (Cyr.) 

An art reader, illustrated with reproductions of 
paintings, selected to please little children, and ac¬ 
companied by simple text. 

Child Life, Primer and Readers I, 2, and 3. 
(Blaisdell.) 

Illustrated with colored pictures. The second reader 
shows child life in tale and fable, and the third 
reader, child life in many lands and in other days. 

Hiawatha Primer. (Holbrook.) 

Based on Longfellow’s poem. Simple language, col¬ 
ored pictures. Popular with little children. 


Easy Reading 


63 


Lessons for Beginners in Reading. (Bass.) 

For little children who are learning to spell out 
words. Short sentences, large print; tells about 
flowers, nuts, seeds, etc. Colored pictures, cover 
very attractive to little folk. 

Nature Myths. (Holbrook.) 

About animals, birds, and natural objects. Told 
most interestingly. Vocabulary varied, style good. 
To follow The Hiawatha Primer. 

Riverside Primer and Readers 1, 2, and 3. (Van 
Sickle and Seegmiller.) 

Series of readers covering a wide and original selec¬ 
tion of stories and poems. Cover attractive and 
illustrations printed in color. Binding, strong and 
durable. 

Sunbonnet Babies’ Book. (Grover.) 

Tells of the doings of Molly and May, two sun- 
bonnet babies. Charmingly illustrated in color, fan¬ 
ciful and pleasing. Very popular. Also published 
under title Sunbonnet Babies’ Primer. 

The First Book. (Speight and Thomson.) 

Nursery rhymes, folk-songs with music, fablesj 
myths, and fairy-tales. 


Stories , Legends , and Folk-Tales 

Book of Fables. (Scudder.) 

Chiefly from ^Esop, and illustrated with woodcuts. 
The fables are rendered in excellent simple lan¬ 
guage, and follow closely their originals. 


6 4 The Children’s Reading 

Book of Folk-Stories. (Scudder.) 

Partial contents : Chicken Licken, The Old Woman 
and Her Pig, The Three Bears, Hans in Luck, 
Cinderella, Beauty and the Beast, Jack and the Bean 
Stalk, Little Red Riding Hood. Written in a sim¬ 
ple, direct fashion, very pleasing'to little children. 

Book of Legends. (Scudder.) 

Among other things contains the stories of St. 
George and the Dragon, The Bell of Justice, Will¬ 
iam Tell, The Seven Sleepers of Ephesus. Printed 
in large type. 

Cock, the Mouse, and the Little Red Hen. (Le- 
fevre.) 

An old folk-tale retold. Illustrated in color by Tony 
Sarg. One of the best liked of little children’s books. 

Fifty Famous Stories Retold. (Baldwin.) 

Supplements Scudder’s Book of Legends. Contains 
among other things the story of King Alfred and the 
Cakes, Robin Hood, Bruce and the Spider, Damon 
and Pythias, The Black Douglas, Cornelia’s Jewels, 
and many other stories met with in literature. Well 
written and illustrated. 

Golden Goose Book. (Brooke.) 

Contains the old stories of The Three Little Pigs, 
Tom Thumb, The Three Bears, and The Golden 
Goose. Retold with folk-spirit, and humorously 
decorated in black and white and with colored plates 
by L. Leslie Brooke. 

Goody Two Shoes. 

This classic, attributed to Goldsmith, is here ed¬ 
ited by Charles Welsh. The story may be found 


Easy Reading 65 

also in one of Walter Crane’s picture-books, beau¬ 
tifully illustrated in color. 

House in the Wood. (Brooke.) 

Contains nine other wonder tales about goblins, talk¬ 
ing animals, magic gifts, and other marvels. Humor¬ 
ous, and illustrated by the editor with charming col¬ 
ored pictures. 

Little Black Sambo. (Bannerman.) 

A popular picture-book with story. Not artistic, 
but delightful to little children because of its humor 
and the primary coloring of the illustrations. 

Little Girl Blue. (Gates.) 

Who lived in the woods until she learned to say 
“ please.” A little gift-book with charming pictures 
and pretty story. 

Mother Goose Village. (Bigham.) 

Original stories founded on Mother Goose rhymes. 
About Little Polly Flinder’s Apron, Tommy Grace’# 
Party, Simple Simon’s Silken Coat, and about other 
Mother Goose children. Large print and many col¬ 
ored pictures. 

New Baby World. (Dodge.) 

Stories and rhymes from St. Nicholas. Fully illus¬ 
trated. Cover attractive. 

Peter Rabbit. (Potter.) 

A tiny gift-book, with easy reading and colored pict¬ 
ures. Belongs to a popular series; some of the other 
volumes are Benjamin Bunny, The Tailor of Glouces¬ 
ter, and Mrs. Tiggy-Winkle. 

Tales of Mother Goose. (Perrault.) 

Cinderella, Sleeping Beauty, Red Riding Hood and 


66 The Children's Reading 

others, as collected by Charles Perrault, in 1696. 
Translated by Welsh. 

Poetry and Rhyme 

Child’s Garden of Verses. (Stevenson.) 

Illustrated by Squire and Mars with pen and ink 
drawings and ten full-page pictures in color. 

Mother Goose Melodies. 

There are three good editions of this nursery classic: 
one edited by Wheeler, with charming old-fash¬ 
ioned woodcuts; another, with title The Nursery 
Rhyme Book, edited and arranged by Andrew 
Lang, and delightfully illustrated by L. Leslie 
Brooke; and still another, with small colored pic¬ 
tures published in the “Told to Children Series.” 

Pinafore Palace. (Wiggin and Smith.) 

A collection of short rhymes and nonsense verses 
from Mother Goose, Lear, Field, Riley, Steven¬ 
son, and others. 

Songs and Rhymes for the Little Ones. (Mor¬ 
rison.) 

A homely, old-fashioned collection of the verses and 
rhymes that little children love. A cheaper but good 
collection is compiled by Shute, in 3 volumes, 
and called The Land of Song. Volume I contains 
rhymes for little children. 

The Runaway Donkey. (Poulsson.) 

Rhymes about animals. Fully illustrated. 

Through the F'armyard Gate. (Poulsson.) 

Rhymes and stories about animals. Well illustrated, 
and printed in large type. Companion volume to 
The Runaway Donkey. 


Easy Reading 


67 


Books of Information 

Aunt Louisa’s Book of Common Things. (Valen¬ 
tine.) 

A fairy-story explaining how wheat, grapes, flax, 
and other things grow, and how they are made use¬ 
ful. Many pictures, large print. 

Eskimo Stories. (Smith.) 

Sports of little Eskimos, and what the children eat 
and wear. Told in large print with many pictures. 

Friends and Helpers. (Eddy.) 

A popular little book of short stories and rhymes 
about animals, birds, and insects. Many pictures. 

Little Folk of Many Lands. (Chance.) 

About Indian, Eskimo, Dutch, African, Arabian, 
Filipino, and Japanese children. Illustrated. 

Seed-Babies. (Morley.) 

The seeds of beans, peanuts, melons, and other 
plants talk to a child and tell how they grow. Ele¬ 
mentary. Large print, with pictures. Text-book 
cover. 

Snow Baby. (Peary.) 

Mrs. Peary’s little girl was born in the North, and 
this story tells of the Eskimos she lived among. Il¬ 
lustrated with photographs of the Arctic regions. 

The Dutch Twins. (Perkins.) 

Story of the doings of little Kat and Kit. Illustrated 
with drawings of Dutch children in costume. Large 
print. 


CHAPTER VII 


FABLES, MYTHS, AND FAIRY TALES 

*« Imagination is the faculty that brings the soul into most 
immediate contact with ideas , feelings , or objects , and with 
other minds or beings .** —Curry. 

** Through imaginative literature abstract truths are 
made to have for the child a reality which is given to them 
by the experiences of daily life only by the slowest degrees . 
— Bates. 

I DO not like to read lies to my child,” is 
the verdict of many a mother. “ I give 
him only histories, biographies, and useful 
books.” She does not know, this really ear¬ 
nest mother, that she is shutting the door of 
her child’s imagination, and that she may 
be hampering his power to do great things 
in after life, by thus closing to him the 
storehouse of imaginative literature. For 
later he will not be able to draw full suste¬ 
nance from classic writings unless he has been 
fed in youth on the best of folk-literature. 
The action of the picture-making power 


Fables, Myths, and Fairy Tales 69 

of the mind — the imagination — is a part 
of almost every mental process. The act of 
memory calls up mental pictures, the act of 
fancy re-creates a world, invention, writing, 
painting, and conceiving a scientific theory 
are aided by the creative imagination. And, 
what is more, the sympathetic feelings, of 
charity, compassion, and the power to put 
one’s self in the place of another, are de¬ 
pendent on the movement of the same 
faculty. 

Tyndall gives most impressive testimony 
to the value of the applied use of the imag¬ 
ination. “ There are Tories,” he writes, “ even 
in science, who regard imagination as a fac¬ 
ulty to be feared and avoided rather than 
employed. They have observed its action in 
weak vessels, and are unduly impressed with 
its disasters. But they might with equal jus¬ 
tice point to exploded boilers as an argu¬ 
ment against the use of steam. With accu¬ 
rate experiment and observation to work 
upon, imagination becomes the architect of 
physical theory. Newton’s passage from a 
falling apple to a falling moon, was an act 


70 The Children’s Reading 

of the prepared imagination, without which 
the laws of Kepler could never have been 
traced to their foundations. Out of the facts 
of chemistry the constructive imagination of 
Dalton formed the atomic theory. Davy was 
richly endowed with the imaginative faculty, 
while with Faraday its exercise was inces¬ 
sant, preceding, accompanying, and guiding 
all his experiments. His strength and fer¬ 
tility as a discoverer is to be referred in great 
part to the stimulus of his imagination.” 

Thus imagination is a most powerful fac¬ 
tor in daily life, and to develop in the individ¬ 
ual a wholesome and rich imagination, and to 
correlate it with the reason, is of utmost im¬ 
portance. This can be best accomplished in 
childhood. For the didactic faculty — the 
reason — is dormant in a child, and the fac¬ 
ulty of pure enjoyment — the imagination 
— is predominant, and is the open door to 
his mind. Through it enters a constant pro¬ 
cession of mental pictures, each making an 
impression on the plastic brain, where they 
are stored away until the day comes when 
the mind, at will, recalls the images and with 


Fables, Myths, and Fairy Tales 71 

them recombines and forms original de¬ 
signs. 

One of the surest means of educating the 
imagination is through the judicious use of 
the best literature which will enrich and 
stimulate the picture-making faculty. Let 
us now see how fables, myths, folk and 
wonder tales will aid this development. 

Folk-literature conserves the accumu¬ 
lating mass of spontaneous, unscientific 
thought, feelings, beliefs, fancies, traditions, 
distortions, superstitions, and ethical teach¬ 
ings of the common people of all races. It 
has no known authors, but, like an ava¬ 
lanche, it gathers into itself, age by age, all 
that lies in its path of the natural mental 
products of the human race. In treatment 
it is imaginative, and objective—in fact, 
childlike. It has, however, a two-fold nature. 
It teaches, on the one hand, simple truths 
and morals, put in a way that appeals di¬ 
rectly to children; it also shows the distinc¬ 
tion between elemental good and evil; and 
that retribution follows sin; and it empha¬ 
sizes the majesty or beauty of nature. While 


J 2 The Children’s Reading 

on the other hand, there runs throughout 
folk-literature a strain of illogicality, and im¬ 
morality—called by some folk-lorists the 
irrational — which contradicts the ethical 
teachings. But when this illogical, irrational 
element is eliminated, there yet remains a 
vast body of folk-literature, rich in those 
qualities that build up and stimulate the 
imagination, and inculcate simple virtues 
within the understanding of children. 

Folk-literature for children divides itself 
roughly into seven groups: fables, pure 
myths, hero-myths, place-legends, fairy-lore, 
nursery tales and rhymes, and hero-romances. 
The rhymes and romances will be discussed 
in another chapter. 

The beast-fable appears to be one of the 
earliest forms of story-telling among all peo¬ 
ples. The savage races use it as a means of 
teaching mythical tribal history, as well as 
for entertainment. The savage beast-fable 
and short story of Africa and Australia are 
of a low order of imagination, distorted, and 
full of deceit, lying, and brutality, presented 
in such a way that children cannot fail to de- 


Fables, Myths, and Fairy Tales 73 

rive wrong ethical ideas therefrom; whereas 
the Hindus, Greeks, and other Indo-Ger- 
manic peoples have turned the beast-fable 
into a vehicle for the teaching of homely 
virtues and worldly wisdom of a practical 
kind. Many of these fables have become an 
integral part of our literature, and if for no 
other reason children should be made fami¬ 
liar with them. They have, however, a spe¬ 
cial mission in the ethical education of chil¬ 
dren. They not only please the fancy, but 
they satisfy a young child’s craving for short, 
objective, moral tales, and they inculcate 
such virtues as prudence, foresight, honesty, 
and homely wisdom. Fables that teach re¬ 
venge, and overcoming by the means of 
craft, should be rejected from books for chil¬ 
dren. Some of the best yEsopic fables to tell 
or read are “Belling the Cat,” “ The Dog in 
the Manger,” “ The Lion and the Mouse,” 
“The Shepherd Boy and the Wolf,” and 
“ The Town and Country Mouse.” 

Pure myths had their origin in primitive 
man’s interpretation of nature. The rising 
and setting of the sun, the return of spring 


74 The Children’s Reading 

after the winter, the stars in the heavens, the 
storms and the winds and the loud-sound¬ 
ing Ocean, all filled him with wonderment 
and awe. He expressed his understanding 
of natural phenomena in poetic imagery and 
language, which came, in time, to be be¬ 
lieved as religion. The first form of myth, 
says Ruskin, “ contains the germ of accom¬ 
plished tradition; but only as the seed con¬ 
tains the flower. As the intelligence and pas¬ 
sion of the race develop, they cling to and 
nourish their beloved and sacred legend; 
leaf by leaf it expands under the touch of 
pure affections, and more delicate imagina¬ 
tion, until at last the perfect fable bourgeons 
out into symmetry of milky stem and honied 
bell. ,y 

Of such myths the best types are found 
in Greek mythology. Harmony, poetic feel¬ 
ing for the beauties of nature, personifica¬ 
tion of the gentle and tender side of nature 
make this mythology enjoyable to little 
children, who love stories of flowers, trees, 
and living things, fountains, and sudden 
transformations; of such stories the best 


Fables, Myths, and Fairy Tales 75 

types are Arachne, Daphne, Arethusa, Echo 
and Narcissus, Phaethon, Pygmalion and 
Galatea, and Proserpine. Each Greek myth 
is complete in itself, and is not dependent 
on another tale to show forth an inner mean¬ 
ing. This again makes the Greek myth pe¬ 
culiarly applicable to little children who 
desire a complete story in a few words. 

Thus, as each Greek myth is gracefully 
complete in itself, and usually presents an 
aesthetic idea in poetic form; so, on the other 
hand, the Norse myth is a part of a compli¬ 
cated system of creation, according to Ger¬ 
manic tradition. Its gods are personifica¬ 
tions of the stupendous, awe-inspiring natural 
phenomena of the North. The cold “ long 
nights ” followed by brief hot summers, and 
the struggle for existence in the face of vio¬ 
lent elements, have left their impress on the 
mythological system of the people. The 
thunder of the storm on the mountains, the 
rush of the avalanche, the beat of seas on 
rocky coasts, the lapping of the waves of 
the fiords, the mysterious play of the North¬ 
ern lights, have united in producing a vigor- 


76 The Children’s Reading 

ous, epic-like mythology, replete with manly 
courage and stalwart virtues, but permeated 
with a mystic melancholy, so characteristic 
of the people of the North; of whom Car¬ 
lyle says: “I feel that these old Northmen 
were looking into nature with open eye and 
soul; most earnest, honest, childlike; and 
yet manlike; with a great-hearted simplicity 
and depth and freshness, in a true, loving, 
admiring, unfearing way. A right valiant, 
true old race of men.” 

These Norse myths have, therefore, a posi¬ 
tive mission in the education of Anglo- 
Saxon-thinking children. Stripped of their 
grosser parts, the myths present a united 
group of tales emphasizing Germanic ideas 
of unity, individual liberty, of right and 
wrong, of courage and manliness. These 
qualities are drawn with strong strokes, and 
painted in contrasting colors; virtue is virtue, 
badness is badness, there are no shades of 
coloring. The stories please the wonder-lov¬ 
ing children because they tell of the adven¬ 
tures of gods and goddesses, and of frost- 
giants, light-elves, and elves of darkness, of 


Fables, Myths, and Fairy Tales 77 

trolls, and hideous monsters, as well as of 
mighty heroes and splendid women. 

Another mythology that has a place in 
the education of children is that of the 
American Indian. It breathes of the nature 
of the wild woods; it is reverent and mys¬ 
tical. On the other hand, it is in part fierce, 
illogical, confused; especially so when re¬ 
lating the origin of tribes and families. Very 
little satisfactory work has been done in ren¬ 
dering these tales for children. Longfellow’s 
‘‘Hiawatha” still occupies the important place 
of presenting in the best form, though ideal¬ 
ized, the poetic side of Indian mythology. 

There are many other mythologies, but 
none that offers, as far as the writer knows, 
such concrete educational characteristics as 
do the Greek, Old Norse, and Red Indian. 

We may now pass on to the brief con¬ 
sideration of the hero-myth. The Norse 
mythology is a combination of pure myth 
and hero-worship, probably founded upon 
the historic traditions of tribal heroes, as 
well as on nature-worship. The story of Si¬ 
gurd the Volsung’s son will be considered 


78 The Children’s Reading 

later in the chapter on “ Ballads, Epics, and 
Romances.” The Greeks were rich in hero- 
stories, such as those of Hercules and of 
Theseus, Perseus and Jason. The adventures 
of the last three heroes are delightfully told 
for children by Hawthorne in his graceful, 
inimitable style; while Kingsley has treated 
the same tales with a nearer approach to 
their classical originals. 

The place-legend is an imaginative acces¬ 
sory to history, and is the outcome of the 
fancy and superstition of the common peo¬ 
ple, who weave fearsome or poetic tales about 
their local towns, castles, rocks, mountains, 
trees, or abandoned houses, and other ob¬ 
jects. Of this class are the tales of William 
Tell, Rip Van Winkle, the Lorelei, Ulysses’s 
sirens, Tannhauser, and many other tales, 
some of which deal with ghosts, banshees, 
wild huntsmen, and other morbid super¬ 
stitions not wholesome for all children. 

Fairy-lore is largely the product of the 
Celtic mind, which is fanciful and poetic. 
The best stories of this kind may be found 
in English, Scottish, and Irish folk-lore. 


Fables, Myths, and Fairy Tales 79 

They deal with the doings of “the little 
people,” with fairy-rings, moonlight dances, 
enchanted mountains, changelings, maidens 
and youths decoyed to Fairy-Land, and with 
imps and elves that “give pinches, nips, and 
bobs ” to bad folk, and with King Oberon, 
Queen Titania, and merry, freakish Robin 
Goodfellow. 

We pass now to the ever popular nursery 
tale—the myth or folk-tale recast and told 
by “ old gammers ” to the little ones. Here 
appear classic myths in new garments, Cu¬ 
pid and Psyche masquerading as Beauty 
and the Beast, and, in the Scandinavian ver¬ 
sion, as the maiden and the “great big white 
bear” of East of the Sun and West of the 
Moon; while Orpheus and Eurydice reap¬ 
pear in the land of the Red Indian, where 
the bereaved husband follows his Indian 
wife to the Land of Souls. The Valkyrie, 
Brynhild, aroused by Sigurd from her sleep- 
thorn slumber, is transformed in the nursery 
into the Sleeping Beauty waking at the kiss of 
“a fairy prince, with joyful eyes, and lighter¬ 
footed than the fox.” The Barbe Bleue of 


80 The Children’s Reading 

the Breton place-legend becomes Blue Beard; 
and a possible Cornish hero in the wars with 
the Romans, invades the nursery as Jack the 
Giant Killer; and, with a lack of dignity 
not to be explained by the scale of divine 
ascension to the Buddhaship, Buddha trans¬ 
migrates from the son of King Brahmadatta, 
and reappears in Brer Rabbit, and the De¬ 
mon with the Matted Hair becomes the 
wonderful Tar Baby. 

Cinderella teaches the reward of modesty 
and humility, as do a host of other nursery 
tales; Toads and Diamonds, the reward of 
charity and a kind heart; Faithful John, 
friendship and loyalty even unto death; and 
the Little House in the Wood, kindness to 
animals. Accumulative tales satisfy the ear 
as well as the fancy, and the “drolls” and 
grotesque tales are a never ending source of 
delight. 

Unfortunately, many nursery tales in¬ 
cluded in collections for children present 
perverted ideas of right, the themes of 
which are success by craft, lying, and theft; 
and they also justify ingratitude, disloyalty, 


Fables, Myths, and Fairy Tales 8i 

and irreverence. These stories should be 
cast out of collections for children. Even 
some of the ancients did not believe in telling 
or reading to little ones such irrational tales. 
Such stories, says Plato, “ought not to 
be lightly told to young and simple per¬ 
sons. . . . Poets and story-tellers make the 
gravest misstatements about men when they 
say that many wicked men are happy, and 
good men miserable; and we shall forbid 
them to utter such things.” 

Nursery tales need careful editing. But 
there is no more delicate task than to handle 
folk-literature with the respect that will pre¬ 
serve for the children its directness of ap¬ 
peal, its colloquial language, its humor and 
grotesqueness, the swift action of plots, the 
rewards and retributions that are dealt out, 
without moralizing, and, what is more, the 
destruction, swift and awful, which over¬ 
takes ravenous dragons, evil witches and 
trolls, and fearsome ogres and giants. Fine 
examples of this folk-treatment in render¬ 
ing nursery tales may be found in any good 
translation of Grimm, also in Joseph Jacobs’s 


82 The Children’s Reading 

volumes of fairy tales, and in Ernest Rhys’s 
“ Fairy-Gold.” 

Some editors, in their over-zeal to make 
folk-tales mediums of moral instruction, lose 
their own sense of humor and their perspec¬ 
tive. An example of this treatment may be 
found in a certain version of “ The Three 
Bears ” — the little tale attributed to Southey, 
but which has become a part of nursery litera* 
ture. The editor adds a good deal of senti¬ 
mental detail not included in the accepted 
version. She interlards her tale with remarks 
like the following: “That is the polite way 
children talk to animals. Animals like it.” 
“ Where were the bears all this time that 
they did not come in to shake hands with 
their little visitor?” and at that dramatic 
moment — which every child awaits with 
breathless suspense — when the little bear 
discovers Goldilocks asleep in his bed, the 
little bear of this version laughs, and strokes 
the child’s golden hair, chivalrously offering 
his paw to help her rise, while the great, 
huge bear hides his paws behind him, “so 
the child should not be scared.” “ I beg your 


Fables, Myths, and Fairy Tales 83 

pardon, Mr. and Mrs. Bear,” says the polite 
child, “ I will never do so again,” and dis¬ 
tributing checkerberries, she invites the bears 
to call upon her, then runs home. 

And what does any child get from such a 
mawkish tale — from which all the vigor of 
the original has been stripped ? Where is the 
little listener’s blissful anticipation of the fi¬ 
nal sympathetic thrill at the end — to which 
the whole story leads up ? ” Somebody has 
been lying in my bed,” cries the little bear; 
“ And here she is ! ! ” And Goldilocks wakes 
in fright, jumps out the open window, and 
runs home as fast as her legs can carry her. 
And, what is more, where is the editor’s 
sense of humor, when she can so render a 
tale and write in the preface to the same 
book: “ The youngest children are at one 
with birds, beasts, and insects, and it is only 
through imitation and instruction that they 
learn to avoid these creatures.” To be con¬ 
sistent with this, the writer should certainly 
teach modern children to avoid “ bear hugs ” 
and by scaring them thoroughly, not to go 
to sleep in bear-beds at the Zoo. 


84 The Children’s Reading 

Anathema also be upon those vandals who 
demand that bad ogres and witches be met 
with moral suasion only. Such treatment is 
lacking in poetic justice, and from the chil¬ 
dren’s standpoint is neither moral nor satis- 

There yet remain for consideration a host 
of modern wonder tales, not belonging to 
folk-literature. Many of these are grotesquely 
humorous, in the way children love. Their 
chief value lies in literary quality or in the 
fun and joy they give, and also in some 
ethical teaching. Occasionally, as in a few 
of Andersen’s fairy tales, and in Kennedy’s 
“New World Fairy-Book,” there is a slight 
background of folk-lore on which the au¬ 
thor has built original stories, but for the 
most part the wonder-stories are original 
productions. Some fine examples of wonder- 
tales may be found in Andersen’s fairy tales, 
Browne’s “Granny’s Wonderful Chair,” 
Carroll’s “Alice in Wonderland,” Madame 
d’Aulnoy’s fairy tales, and Ruskin’s “ King 
of the Golden River.” 

Such, then, is the educational mission of 



Fables, Myths, and Fairy Tales 85 

folk-literature and wonder tales; to culti¬ 
vate the imagination, to prepare for the fu¬ 
ture understanding of classic literature,— 
especially poetry, — to develop the sense of 
beauty, to implant ideas of simple virtues, 
and last but not least to give joy to chil¬ 
dren. 

There is scarcely a collection of folk-tales 
for children which does not contain some 
objectionable features. The books recom¬ 
mended in the following list are not entirely 
free from the same, but they are, as far as 
the writer knows, of the best of their kind 
for children, and are comparatively free from 
hurtful suggestions. Some volumes are beau¬ 
tifully bound and illustrated; and others, 
though in less pretentious form, will make 
most acceptable gifts for any child’s book¬ 
case. 


86 


The Children’s Reading 


BOOKS OF FABLES, MYTHS, AND FAIRY TALES 

(For other books on the same subject see Easy Reading, 
page 62; also Ballads, Epics, and Romances, page 119. 
For editions, publishers, and prices see Purchase List of 
Children’s Books, page 302.) 

Fables , Myths , Legends , and Folk-Tales 
American; African . 

Uncle Remus, His Songs and His Sayings. 
(Harris.) 

Humorous tales in negro dialect. Best enjoyed when 
read aloud. The humor redeems in part the unethi¬ 
cal elements in the stories. Contains among other 
things the Tar-Baby story. 

American; Dutch . 

Rip Van Winkle. (Irving.) 

This tale of the Hudson Valley is published together 
with the “ Legend of Sleepy Hollow,’* and illus¬ 
trated by G. H. Boughton. 

American ; Indian . 

Old Indian Legends. (Zitkala-Sa.) 

Folk-tales retold by an Indian, and illustrated by 
Angel de Cora, an Indian artist. The stories centre 
about Iktomi, the snare-weaver and spider fairy of 
the Dakotas. Simple and well told. Follow with 
“ The Basket Woman.” 

Song of Hiawatha. (Longfellow.) 

This poem presents the best, though idealized, po¬ 
etic and ethical thought of the American Indian. 


Fables, Myths, and Fairy Tales 87 

Its rhythm and subject appeal to the children, es¬ 
pecially when it is read aloud. A fine edition is il¬ 
lustrated by Remington. 

The Basket Woman. (Austin.) 

Fourteen tales telling of the customs and beliefs of 
the Ute Indians. The author has woven into her 
stories much of the poetic and melancholy spirit of 
life in the great Western deserts. Good to read aloud. 

Arabian . 

The Arabian Nights’ Entertainments. 

The best edition for children is that edited by Dixon. 
Another attractive edition is prepared by Wiggin and 
Smith, and illustrated by Parrish. Editions for chil¬ 
dren are usually based on the French version by 
Galland, and, though romantic and charming, are 
not truly Oriental. If possible the translation from 
the Cairo text, by E. W. Lane, should be read aloud 
to the children. This last version has a breadth and 
strength that is not in Galland. It pictures the life 
in the deserts and cities of the Orient, and it relates 
its wonders with a dignity and definiteness of pic¬ 
turesque detail that convinces the imagination. The 
drawings by Harvey are delightful and appropriate. 

Celtic; Scotch , Welsh , Irish. 

Celtic Fairy Tales. (Jacobs.) 

From the Scotch, Welsh, and Irish folk-lore. Hu¬ 
morous and fanciful. The companion volume to this 
is “ More Celtic Fairy Tales.’’ 

Scottish Fairy Book. (Grierson.) 

Charming stories retold from ballads and tales ; con 
tains many stories of fairy-lore and magic. More 


88 


The Children’s Reading 


fancifully rendered than Jacobs’s “ Celtic Fairy 
Tales,” but not so vigorous. 

East Indian . 

Indian Fables. (Ramaswami Raju.) 

Short fables for little children. Similar to ^Esop’s. 
Good to read aloud. Follow with Dutton’s “The 
Tortoise and the Geese.” 

Indian Fairy Tales. (Jacobs.) 

From the Jatakas, or birth stories of Buddha, the fa¬ 
bles of Bidpai, and from other Sanskrit sources. 
Humorous and imaginative. Preserves the best nur¬ 
sery elements of Hindu folk-tales. 

The Tortoise and the Geese. (Dutton.) 
Thirty-four fables of Bidpai, the sage of India, with 
twelve illustrations by E. Boyd Smith. Follow with 
Jacobs’s “Indian Fairy Tales.” 

English. 

English Fairy Tales. (Jacobs.) 

The best of our own nursery folk-lore. Contains 
familiar stories like “ Jack the Giant Killer,” as well 
as others less well known. Mr. Jacobs has preserved 
the folk-flavor, and the stories are strong, humor¬ 
ous, and simple. Very popular. Companion vol¬ 
ume to this is “ More English Fairy Tales.” 

Fairy-Gold. (Rhys.) 

Contains lore of fairies, elves, brownies, and pixies 
who give “pinches, nips, and bobs” to lazy folk 
and who reward the industrious. Tells also of drag¬ 
ons and “loathly worms” that lay waste fair lands, 
and of the valiant knights who kill these evil beasts. 
All rendered with the homely spirit of the English 
folk. 


Fables, Myths, and Fairy Tales 89 

German. 

Household Tales. (Grimm.) 

Fireside tales collected by the famous folk-lorists. 
In subject, treatment, and interest these stories 6tand 
as models for all other folk nursery tales. There are 
many editions of Grimm, four good ones are the 
volume of selected tales illustrated by Walter Crane; 
the tales, illustrated by Helen Stratton for younger 
children; the full collection with crude but quaint 
woodcuts by Johann and Leinweber, and a very com¬ 
plete and sumptuous edition illustrated by Arthur 
Rackham. 

Tales from the Travels of Baron Munchau¬ 
sen. (Raspe.) 

Short stories of the Baron’s humorous and exciting 
adventures. Compiled from floating German legends. 
One of the few books of pure humor for children. 

Greek and Roman . 

AEsop’s Fables. 

World-famous fables which should be told to the 
children as soon as they can understand spoken words. 
The best version is Joseph Jacobs’s, which should 
follow Scudder’s “ Book of Fables,” see page 63. 

Half-a-Hundred Hero Tales. (Storr.) 

Classic stories by many authors. Contains among 
other things tales of the Trojan War and of the ad¬ 
ventures of Ulysses and Aeneas, also the myths of 
Arethusa; Orpheus and Eurydice; Deucalion and 
Pyrrha; Iphigenia; Hypermnestra; Meleager and 
Atalanta; Hero and Leander; and The Ring of 
Polycrates. For older children. 


The Children’s Reading 


90 

Hellenic Tales. (Carpenter.) 

Stories for older children, well told and interesting. 
Contains, among other things, “The Battle of the 
Frogs and Mice,” by Homer; “ Cloudcuckoobor- 
ough,” adapted from Aristophanes; “ How Pelops 
Won his Bride,” from Apollodorus, and “ Thetis,” 
adapted from Pindar, Euripides, and Lycophron. 

Heroes; or Greek Fairy Tales. (Kingsley.) 
Stories of Perseus, the Argonauts, and Theseus; 
retold in clear, concise English. An attractive edi¬ 
tion is illustrated in color by T. H. Robinson. 

Legends of Greece and Rome. (Kupfer.) 

For younger children. A collection of stories and 
poems by different authors, and illustrated with re¬ 
productions of paintings and statuary. Contains 
Arachne; Icarus and Dasdalus, Echo and Narcissus, 
and other myths. 

Old Greek Folk-Stories. (Peabody.) 

The child’s first book of Greek tales. Has distinct 
literary quality. Follow with Kupfer, Kingsley, and 
Hawthorne, and Baldwin’s “ Story of the Golden 
Age ” (see page 127). 

Wonder-Book, and Tanglewood Tales. (Haw¬ 
thorne.) 

Two classics which should be in every child’s li¬ 
brary. They come bound together in one volume 
illustrated in color, by H. G. Fell; or in two hand¬ 
some volumes, the “ Wonder-Book,” illustrated 
by Walter Crane, and “ Tanglewood Tales,” with 
pictures by G. W. Edwards. 

Italian. 

Italian Fairy Book. (Macdonell.) 


Fables, Myths, and Fairy Tales 91 

Stories of fairy gifts, enchantment, and wonder- 
animals. Full of fun and frolic. 

Japanese. 

Japanese Fairy Tales. (Williston.) 

Stories Japanese mothers tell their little children, with 
delightful colored illustrations by Sanchi Ogawa, a 
native artist of Japan. 

The Fire-Fly’s Lovers. (Griffis.) 

A collection of Japanese folk-tales, well rendered 
and interesting. For older children. Illustrated in 
color. 

Norwegian . 

Fairy Tales from the Far North. (Asbjornsen.) 
Stories of trolls and strange beasts, of rescued prin¬ 
cesses, and other wonders. Translated from the 
Norwegian by Broekstad. Imaginative illustrations. 

Old Norse. 

In the Days of Giants. (Brown.) 

Norse mythology retold in a simple, direct fashion 
very pleasing to little children. Tells among other 
things how Father Odin lost his eye; how Thor 
went fishing ; of the death of Baldur ; and of other 
experiences of the gods and goddesses of Asgard. 
For young children. 

Norse Stories retold from the Eddas. (Mabie.) 

Tells the history of the Old Norse gods from the 
creation of the world until the battle of Ragnarok. 
Should follow Brown’s “ In the Days of Giants,” 
and may be used to lead to Baldwin’s “Story of 
Siegfried” (see page 122). 


92 The Children’s Reading 

Saga of King Olaf. (In Longfellow, Tales of a 
Wayside Inn.) 

This poem, telling of the passing of the old Norse 
gods and the coming of Christianity, may be read 
aloud to the children after they have enjoyed Brown 
and Mabie. 

Russian . 

Russian Fairy Book. (Dole.) 

Seven fairy and wonder tales. Language clear and 
direct. Folk-lore treatment. Illustrated with quaint 
colored pictures from Russia. There are some bru¬ 
tal touches in the tales, but they are few and do 
not condemn the volume. 

Swedish, 

Wonderful Adventures of Nils. (Lagerlof.) 
Story of a little boy who flew away on the back of a 
wild goose. The author has woven into the story folk¬ 
tales and legends of Sweden. Good to read aloud. 

Miscellaneous Collections of Fables , Myths , Legends , 

and Folk-tales 

Blue Fairy Book. (Lang.) 

A popular one-volume edition of the best-known 
fairy tales. The other volumes in the “Colored 
Fairy Book Series” vary in merit, as the editor 
has not been always careful to select wholesome 
tales. “ The Brown,” “ Violet,” “ Red,” and 
“Yellow Fairy Books” are among the best of 
the series. 

Book of Saints and Friendly Beasts. (Brown.) 

Of Bridget, the little girl saint of Ireland ; of St. 
Prisca, the child martyr of Rome; of the birds of 


Fables, Myths, and Fairy Tales 93 

St. Cuthbert ; of the fish that helped St. Gudwall ; 
and of other friendly beasts and kindly people. 
Good to read aloud. 

Children’s Book. (Scudder.) 

A treasure trove of ballads, fairy tales, and stories 
from the “Arabian Nights,” Munchausen, Gul¬ 
liver, and other sources. A parent who can only 
afford one volume of fairy tales and other stories 
should purchase this. If funds permit, however, it 
is better to buy the individual volumes containing 
the same stories in complete form. 

Curious Book of Birds. (Brown.) 

Legends and myths about birds told most charm¬ 
ingly and illustrated by E. Boyd Smith. Useful to 
the story-teller. 

Tales of Laughter. (Wiggin and Smith.) 

A fund of humorous and joyous stories collected 
from the Celtic, Scandinavian, Russian, Spanish, 
German, Chinese, and other sources. An equally 
delightful companion volume is “ Tales of Won¬ 
der,” which are collected from the Persian, Japan¬ 
ese, Gaelic, Welsh, and other peoples. Both vol¬ 
umes contain good stories to tell. 

Wonder-Book of Horses. (Baldwin.) 

Selections of best tales from “The Horse Fair.” 
Contains stories of flying steeds, and of the war- 
horses of famous knights and heroes. 

Modern Fairy and TVonder Tales 

Alice’s Adventures in Wonderland. (Carroll.) 

“ The most delightful of all nonsense books, and 
one that has already become a classic. Every child 


94 


The Children’s Reading 


should know it by heart.” (Hardy.) The children 
should “ learn their Alice ” from the edition illus¬ 
trated by Sir John Tenniel. The companion vol¬ 
ume to this is “Through the Looking-glass.” 

Bee-Man of Orn. (Stockton.) 

For pure nonsense and clever fun no modern 
children’s story-teller surpasses Mr. Stockton. 
Another volume of his tales, called “ The Floating 
Prince,” is also delightful reading. For older chil¬ 
dren. 

Davy and the Goblin. (Carryl.) 

Grotesque fairy tale modeled on ‘'Alice in Wonder¬ 
land.” Very popular. Fanciful pictures by Bensell. 

Enchanted Mountain. (White.) 

Adventures of four little children and their parents. 
Although the story has a moral it is so skillfully 
hidden that the children absorb it unconsciously. 

Fairy Tales. (Andersen.) 

This king of fairy-tale writers has bequeathed to the 
children stories which, for poetic and imaginative 
qualities and tender pathos, have as yet been un¬ 
equaled by any other writer for children. This 
classic comes in many editions. A quite complete 
collection is issued in two volumes, and illustrated 
with delightful old-fashioned woodcuts by Pedersen 
and Stone. A good general translation is by Mrs. 
Lucas ; and an edition for younger children is illus¬ 
trated by Helen Stratton. A fine Centenary edition, 
with introduction by Gosse, and over two hundred 
pictures by Hans Tegner, has been issued by the 
Danish Government and translated into English by 
Broekstad. 


Fables, Myths, and Fairy Tales 95 

Fairy Tales. (d’Aulnoy.) 

A classic written in French over two hundred 
years ago. For girls just leaving the fairy-tale age ; 
may be used to introduce them to romances. A few 
of the stories are : “ The Yellow Dwarf,” “ Prin¬ 
cess Rosette,” “The Hind in the Wood,” 
“ Gracieuse and Percinet,” and “The Bee and 
the Orange Tree.” 

Fairy Tales. (Hauff.) 

Clever and humorous stories, written with fascinating 
detail. Translated from the German. An attractive 
edition is that illustrated by Dixon. 

Granny's Wonderful Chair. (Browne.) 

A child's classic. The language is charming, and the 
stories are quaint and fanciful, and teach ethical 
truths in a pleasant manner. Good to read aloud or 
to tell. 

Gulliver’s Travels. (Swift.) 

This is one of the few classics, not written for 
children, that have become their property. A charm¬ 
ing edition of this wonder-tale is that published in 
the Cranford series. It is expurgated, and well illus¬ 
trated. 

Home Fairy Tales. (Mace.) 

Moral instruction given in guise of pretty wonder 
stories, in which good little children reap due re¬ 
wards, and bad children are direfully punished. For 
little folk. 

Tungle Book. (Kipling.) 

Of this book Israel Zangwill says : “ Rousseau’s 
writings gave Voltaire a yearning to go down on all 


96 The Children’s Reading 

fours, and a perusal of Mr. Kipling’s book has left 
me merely undecided whether I should rather be a 
seal or a mongoose.” The stories are strongly im¬ 
aginative, and deal much with mysterious jungle life. 
Good to read aloud. 

Little Daffydowndilly. (Hawthorne.) 

Bound together with the “ Snow Image ” and other 
tales. Delicate fanciful tales. Good to read aloud. 

Little Lame Prince. (Craik.) 

Story of little Prince Dolor who floated out of his 
prison tower on a wonderful cloak. Charming 
symbolic tale. A pretty edition is that illustrated 
by Hope Dunlap. 

Mother Stories. (Lindsay.) 

The tales are told with a simple genuineness and a 
touch of folk-treatment. Each story has an inner 
meaning, not at all obtrusive. Good to read aloud 
or to tell to little children. 

New World Fairy Book. (Kennedy.) 

Wholesome, imaginative stories built on a frame¬ 
work of American Indian folk-lore. Tell of Indian 
magic, of Indian maids and braves, and of fairies and 
enchantment. 

Pinocchio. (Collodi.) 

Humorous and wonderful adventures of Pinocchio 
the wooden marionette of evil ways but tender heart; 
and how at last he reformed and became a real live 
boy. A popular tale translated from the Italian of 
Lorenzini, and illustrated by Copeland. 

Red Feathers. (Roberts.) 

Story of magic red feathers, and of the struggle be* 


Fables, Myths, and Fairy Tales 97 

tween two Indian magicians. The tale breathes of 
the poetry of the forest. For older children. 

Short Stories for Short People. (Aspinwall.) 

Colonel Higginson says that Mrs. Aspinwall’s stor¬ 
ies “have that pure impossibility in which children 
delight, that fresh vigor which carries attention along, 
and that suggestion which even children vaguely feel 
of deeper meanings.” Some of the stories are about 
a squash vine that ran away, and a disobedient is¬ 
land, and other humorous wonders. 

Star Jewels. (Brown.) 

Five fairy tales and six rhymes telling, among other 
things, of mermaids, stars, an Indian fairy, a dryad, 
and a monkey with a green cap. Prettily and fanci¬ 
fully written. 

The Prince and his Ants. (Bertelli.) 

Humorous story of little Gigino, and his little 
brother and sister, who refusing to study are trans¬ 
formed into an ant, a caterpillar, and a cricket. They 
have many adventures and learn about the habits of 
insects. Translated from the Italian. 

The Princess and the Goblin. (MacDonald.) 

Fantastic fairy tale, telling how the brave miner’s 
son rescued the Princess from the evil goblins. The 
sequel to this is ** The Princess and Curdy.” George 
MacDonald conceals spiritual truth under the name 
of a fairy tale, and he throws over his stories a veil 
of mystery that charms the reader. A pretty edition 
of these two books is illustrated by M. L. Kirk. 

Undine, and Sintram. (La Motte Fouque.) 

Two allegorical romances translated from the Ger- 


98 The Children’s Reading 

man. They may be used to introduce girls to the 
books of romance listed in the following chapter. A 
version of Undine” with fanciful pictures is pre¬ 
pared for little people and published in the “Told to 
Children Series.” A rich and artistically bound edi¬ 
tion is that illustrated by Rackham. 

Water-Babies. (Kingsley.) 

A classic story teaching nature lessons and ethics 
under the guise of a fairy tale. Should be read aloud 
to be enjoyed. 

Why the Chimes rang. (Alden.) 

Imaginative stories in form of wonder allegories. The 
language and style are ordinary, but the tales are 
pretty and instructive. Useful to the story-teller. 
Also published under the title, “ Knights of the 
Silver Shield.” 


CHAPTER VIII 


BALLADS, EPICS, AND ROMANCES 

** The original force , thi direct smell of the earth or tht 
sea y is in these ancient poems , the Sagas of the North , the 
Nibelungen Lied , the songs and ballads of the English and 
Scotch. I find or fancy more true poetry, the lo've of the 'vast 
and the ideal , in the Welsh and bardic fragments of Talies- 
sin and his successors , than in many 'volumes of British 
Classics — Emerson. 

I N early man the delight in rhythm and 
musical sounds was prior to the sedate 
power of prose expression. So it is with 
children. “A child at play with itself will 
express its delight by its voice and motions,” 
says the poet Shelley, “and every inflexion 
of tone and every gesture will bear exact 
relation to a corresponding antitype in the 
pleasurable impressions which awakened it. 
. . . In relation to the objects which delight 
a child, these expressions are what poetry is 
to higher objects. The savage (for the sav¬ 
age is to ages what the child is to years) 


ioo The Children’s Reading 

expresses the emotions produced in him by 
surrounding objects in a similar manner.” 

We find much of this poetic expression 
of the life of the race conserved for us in an¬ 
cient hymns, proverbs, charm-rhymes, songs 
to accompany dances, and songs and chants 
used to produce concerted action in labor, 
and last but not least in ballad poetry. 

Even in America labor songs are still used 
for practical purposes. Sailors use the “ yo- 
heave-o ” and the present writer once saw a 
gang of workmen opening the clay door of 
a blast furnace, and as the men rhythmically 
swung their metal bar against the clay, they 
kept time with a low, monotonous sing-song. 
Scissors-grinders and street peddlers often use 
rhyming calls, — probably survivals of old 
London street cries. 

Ancient proverbs are still used in the 
household, and a survival of charms, labor 
and dance songs may be found in the music 
and words of folk-dances. And, what is more 
to our immediate purpose, these ancient 
rhymes and songs enter into the play life of 
modern children. Songs to accompany ring 


Ballads, Epics, and Romances ioi 

games, counting-out rhymes, and dance-songs 
have their origins in these interesting frag¬ 
ments, and it is possible to trace to the same 
sources nursery rhymes and jingles. 

But the cry from the heart of the common 
people, which expresses their sufferings from 
social oppression, and from the struggle for 
existence; and which shows forth their res¬ 
tiveness under the action of laws operated 
for the benefit of tyrannical classes — all 
this is embodied in the ballad. This form 
of poetry has an important educational value. 
Simple, strong, not analytical, dealing with 
first principles of human failings and. of jus¬ 
tice, full of action, and imaginative, the bal¬ 
lad nourishes the awakening powers of moral 
reasoning in older children. The swing of the 
verse, the objective treatment, the rapid ac¬ 
tion, the humor or pathos, appeal to the 
primitive craving of children for rhythm, 
for rapidly passing mental pictures, and 
for emotional literature. 

Ballads are fragmentary expressions of 
popular feelings and experiences, but when 
gathered together by literary geniuses, and 


102 The Children's Reading 

welded into perfect wholes, they become epics 
— symphonies of human life and thought. 
Matthew Arnold, in his discussion of Homer, 
characterizes epic greatness as being a crea¬ 
tion from unorganized matter, a consistent 
whole moving along a uniformly high plane 
of noble simplicity. “ Homer’s manner and 
movement are always both noble and pow¬ 
erful,” he asserts; “the ballad manner and 
movement are often jaunty or smart, so not 
noble; or jog-trot or humdrum, so not pow¬ 
erful.” 

The Iliad, standing as it does at the fore¬ 
front of literary masterpieces, and being a 
receptacle of universal human experience, 
clarified of its crudity, may be made the lit¬ 
erary goal toward which parents should work 
when guiding their children’s reading. Step 
by step, through readings in folk-stories, bal¬ 
lads, sagas, and mediaeval romances, young 
people may be brought to a full and uncon¬ 
scious enjoyment of Homer’s epic poetry. 

Too much stress cannot be laid on the 
free use of romantic literature in leading up 
to an appreciation of the unsentimental, he- 


Ballads, Epics, and Romances 103 

roic qualities of Homer’s Iliad. The claims 
of these romantic writings are delightfully 
defended by Don Quixote’s curate, who, 
after listening to the harsh criticisms of the 
canon, replied in part as follows; that the 
author “ can set forth the craftiness of Ulys¬ 
ses, the piety of ^Eneas, the valor of Achil¬ 
les, the misfortunes of Hector, the treachery 
of Sinon, the friendship of Euryalus, the gen¬ 
erosity of Alexander, the boldness of Cse- 
sar, the clemency and truth of Trajan, the 
fidelity of Zopyrus, the wisdom of Cato, and, 
in short, all the faculties that serve to make 
an illustrious man perfect; now uniting them 
in one individual, again distributing them 
among many; and if this be done with charm 
of style and ingenious invention, aiming at 
the truth as much as possible, he will assur¬ 
edly weave a web of bright and varied 
threads that, when finished, will display such 
perfection and beauty that it will attain the 
worthiest object any writing can seek, which, 
as I said before, is to give instruction and 
pleasure combined.” 

Although the romantic cycles are largely 


104 The Children's Reading 

the product of the sentimental side of med¬ 
iaeval chivalry, they have great value in the 
education of young people. They appeal to 
the budding sentiments and the awakening 
enthusiasms of youth. They are imbued with 
charming fancy and with tenderness. They 
deal less with the depths of life and more 
with its emotions. They draw youthful al¬ 
truistic aspirations towards an ideal goal — 
where treachery, cruelty, cowardice, and false¬ 
hood are shown in their blackness, and where 
the unstained shield of the faithful knight 
is preferred above all things. 

Milton in his “Apology for Smectym- 
nuus,” emphasizes the moral influence of 
romance. “Next, (for hear me out now, 
reader,) that I may tell ye whither my 
younger feet wandered; I betook me among 
those lofty fables and romances, which re¬ 
count in solemn cantos the deeds of knight¬ 
hood founded by our victorious kings, and 
from hence had in renown over all Christen¬ 
dom. There I read it in the oath of every 
knight, that he should defend to the ex¬ 
pense of his best blood, or of his life, if it 


Ballads, Epics, and Romances 105 

so befell him, the honor and chastity of 
virgin or matron; from whence even then I 
learned what a noble virtue chastity sure 
must be, to the defence of which so many 
worthies, by such a dear adventure of them¬ 
selves, had sworn. And if I found in the 
story afterward, any of them, by word or 
deed, breaking that oath, I judged it the 
same fault of the poet, as that which is at¬ 
tributed to Homer, to have written indecent 
things of the gods. Only this my mind gave 
me, that every free and gentle spirit, with¬ 
out that oath, ought to be born a knight, 
nor needed to expect a gilt spur, or the 
laying of a sword upon his shoulder to stir 
him up both by his counsel and his arms.” 

This same moral influence, exerted by 
romance upon the young Milton, is to-day 
working upon the characters of thousands 
of modern boys and girls. Through the 
public libraries numberless copies of books 
on chivalry are widely circulated. Stories 
of chivalry and romance are recounted at 
the public story-hours, and an organization, 
called the “Knights of King Arthur,” is 


io6 The Children’s Reading 

encouraged by religious and secular institu* 
tions. “ The purpose,” says the founder of 
the organization, William Forbush, “is to 
bring back to the world, and especially to 
its youth, the spirit of chivalry, courtesy* 
deference to womanhood, recognition of 
noblesse oblige , and Christian daring, and 
ideal of that kingdom of knightliness which 
Arthur promised he would bring back when 
he returns from Avalon.” 

It is hoped that the foregoing necessarily 
brief and rapid survey of great literature, 
that may be used in the education of liter¬ 
ary taste, will rekindle the enthusiasm of 
parents and encourage them to utilize this 
material to the full for the benefit of their 
children. Whether or not parents wish to 
work toward the development of a taste for 
Homeric poetry, it is best for them to fol¬ 
low graded courses — not too ironclad — in 
directing the reading of children. The writer 
offers here a plan which is based on many 
years of experimentation with children of 
all classes. Brief characterizations of groups 
of stories are added which will aid parents 


Ballads, Epics, and Romances 107 

in selecting and grouping their material to 
be used for story-telling, reading aloud, and 
for the personal reading of the children and 
young people. 

While a child is still enjoying fairy and 
wonder tales, he may be given ballads, the 
full enjoyment of which depends on their 
being read aloud to him, the reader’s voice 
keeping time with the swing of the verse. 
Among the fine old ballads are “ Chevy 
Chace,” “The Battle of Otterburn,” “The 
Blind Beggar’s Daughter,” “ Sir Andrew 
Barton,” “ Adam Bel,” “ Clym of the 
Clough and Wyllyam of Cloudeslee,” “Sir 
Cauline,” “Fair Rosamond,” “The Heir 
of Linne,” and the cycle of Robin Hood 
ballads. There are also stirring imitations 
by modern poets, equally worth reading 
aloud; among these are “Valentine and 
Ursine,” “John Gilpin,” “Young Lochin- 
var,” “Horatius,” “The Mermaid,” “How 
they Brought the Good News from Ghent 
to Aix,” “The Pied Piper,” and “The 
Rime of the Ancient Mariner.” There are 
a number of renditions of ballads into prose. 


108 The Children’s Reading 

These serve as delightful story-books, ot 
they may be used to interest the children in 
ballad plots and thus lead up to the poems 
themselves. Prose versions, no matter how 
well done, cannot reproduce the spirit of the 
ballads in original form. The reading of 
ballad poetry may be made an occasional 
incident in the children’s literary training, 
not a course complete in itself. 

As a child begins to outgrow myths, 
legends, and fairy tales, he will revel in the 
stories of Beowulf and Siegfried, in the slay¬ 
ing of Grendel the Ogre, and the killing of 
Fafnir the Dragon. The combination in 
the tales of the wonder element and the 
heroic appeals to a growing child; while the 
Germanic strength in these products of our 
Northern ancestors acts like a tonic on the 
mind. 

Among the best of the Siegfried legends 
are, “ The Forging of the Sword Balmung,” 
“ The Choosing of Grani,” “ The Slaying 
of Fafnir,” and “ The Awakening of Bryn- 
hild.” The strongest elements of the stories 
are drawn from the Northern sagas telling 


Ballads, Epics, and Romances 109 

of the deeds of Sigurd the Volsung — the 
Siegfried of the North. The saga tales are 
full of the mystery and poetry of the land 
of Northern lights and midnight sun; and 
they relate the deeds of valiant men and 
heroic women. Another source of the stories 
is the great German epic, the “Nibelungen- 
lied,” in which the Northern lights of the 
saga tales die down, and the wonder ele¬ 
ment vanishes, and Sigurd the hero becomes 
Siegfried the knight, while the Valkyrie 
Brynhild, “the shield-may” of Odin, van¬ 
ishes from her saga castle, “ where without, 
all around it, sweeps the red flame aloft,” 
and reappears in the German Lied as the 
revengeful, masculine Brunhild. 

Unfortunately there is no satisfactory ver¬ 
sion for children of either the “ Volsunga 
Saga ” or the “ Nibelungenlied.” James 
Baldwin has made the best rendition, in 
which he has combined the heroic and won¬ 
der elements of the Northern sagas with the 
best of chivalric sentiment from the Ger¬ 
man song. Parts of the “Volsunga Saga,” 
translated from the Icelandic by Magnus- 



no The Children's Reading 

son and Morris, may be read to the child¬ 
ren, but it contains much that is too brutal 
and coarsening for children to read to them¬ 
selves. Mr. Morris’s poetic version of “Sigurd 
the Volsung” is unfortunately beyond the 
appreciation of most young people. 

Spenser’s “Faerie Queene,” although not 
a part of folk-literature, but an original me¬ 
trical romance, may be made the next link 
in the chain of progressive reading that will 
lead young people to an appreciation of 
other fine things. Richly imaginative, full 
of wonder incidents, romantic, and above all 
allegorical, the “Faerie Oueene” may well 
form part of the mental diet on which every 
child is brought up. The poem teaches hol¬ 
iness, truthfulness, prudence, justice, forti¬ 
tude, and temperance. It instills its lessons 
through beautiful allegory making the good 
lovely and the bad gross. Milton, speaking 
of “our sage and serious poet Spenser,” 
writes that he, “describing true temperance 
under the person of Guyon, brings him in 
with his palmer through the Cave of Mam¬ 
mon and the Bower of Earthly Bliss, that 


Ballads, Epics, and Romances hi 

he might see and know and yet abstain. Since, 
therefore, the knowledge and survey of vice 
is in this world so necessary to the constitu¬ 
tion of human virtue and the scanning of 
error to the confirmation of truth.” This 
mysterious inner significance, mingled with 
a romantic plot and the relation of many 
wonders, both softens and enthralls the im¬ 
agination of a growing boy or girl. 

A programme of stories from the “ Faerie 
Queene ” may include “ The Quest of the 
Red Cross Knight,” “ Una and the Lion,” 
“ The Red Cross Knight and the Dragon,” 
“Sir Guyon’s Search for the Bower of Earthly 
Bliss,” “The Adventures of Britomart,” 
“ Britomart and Amoret,” “ The Fair Flori- 
mell,” “Adventures of Sir Artegall,” and 
“The Quest for the Blatant Beast.” 

Following Spenser, Chaucer may be read 
aloud or given to a child to read for him¬ 
self. Unfortunately because of the archaic 
language of the “Canterbury Tales,” they 
may not be fully enjoyed in their original 
form. The fine adaptations of Darton and 
McSpadden may be used to lead up to a 


112 The Children’s Reading 

good paraphrase of the tales. These two ren¬ 
ditions preserve much of Chaucer’s optimism, 
joyousness, and humor, and they render the 
stories with spirit. 

Stories from Chaucer are thoroughly en¬ 
joyed by children because of the adventure, 
rapid action, and thrilling plots, while the 
humane attitude, the genial humor, and 
wholesome thought of the poet are mentally 
salutary. Some of the best Chaucerian tales 
are “ Palamon and Arcite,” “Faithful Con¬ 
stance,” “ Patient Griselda,”and “The Rocks 
Removed.” 

At this point, before passing into the field 
of Arthurian and Carolingian romance, pa¬ 
rents may, if desired, make use of folk-tales 
from other literature. Stories of Sohrab and 
Rustem may be drawn from the Persian 
“Shah Nameh,” and tales may be taken from 
such sources as the romance of “ Amadis of 
Gaul,” “ Frithiof’s Saga,” Icelandic hero stor¬ 
ies and Irish romance and legend. “ The Cid,” 
the poems of Ossian, and the traditions of 
Taliessin offer also a rich supply of imagina¬ 
tive tales. 


Ballads, Epics, and Romances 113 

Having made the poems of Spenser and 
Chaucer the connecting links between the 
Beowulf and Siegfried legends and more ma¬ 
ture folk-literature, we pass now to the dis¬ 
cussion of the use of the Arthurian and 
Carolingian romances. These two great 
mediaeval groups of stories have collected 
within themselves historical and legendary- 
traditions as well as the best of mediaeval 
Christian ethics. The stories of Arthur have 
passed from their crude form — as seen in 
the Welsh fragments — through numerous 
hands until they have found their high¬ 
est Christianized expression in Tennyson’s 
“Idylls of the King.” 

Carolingian romance has for its central 
figure the legendary Charlemagne, majestic 
and solemn, surrounded by his Paladins and 
animated with one intent, the protection of 
Christendom. The tales as given to the 
children are mainly a welding together of 
material drawn from the “Song of Roland” 
and the “ Orlando Furioso” of Ariosto. The 
stories are heroic, and emphasize loyalty in 
friendship, magnanimity and patriotism, and 


H4 The Children’s Reading 

the reward of the faithful in after life. The 
writer has found no story that moves child¬ 
ren more deeply than the death of Roland. 
“In no respect,” writes one critic of Carol- 
ingian romance, “is the influence of Christ¬ 
ianity on the national literature, and on the 
heroic ideal, more strongly marked than in 
such a death-scene as this at Roncesvalles. 
The Greek hero, let his toils be what they 
might, could look to no reward after they 
were ended. Even the joys of the Northern 
warrior in his Valhalla were but shadowy. 
But when the faithful champion of Christen¬ 
dom had fallen on his last battle-field, his 
happiness was only commencing: and the 
Paladins of Roncesvalles became a great army 
of martyrs, whose blood had been shed in 
defense of all that was true and right.” 

The finest ideals of chivalry are repre¬ 
sented by the Knights of the Round Table, 
— Arthur, “whose glory was redressing 
human wrong, who spake no slander, no, 
nor listened to it;” Lancelot, the faulty but 
brave knight, the flower of Arthur’s court; 
Gawain the courteous; Galahad the holy; 


Ballads, Epics, and Romances 115 

and many others. The Paladins of Charle¬ 
magne likewise uphold their knightly code* 
and the noble deeds of Roland and Oliver 
stir the blood of young people. While the 
acts of goodly knights are recounted for 
our admiration and imitation, the evil acts 
of recreant ones are held up to scorn; — 
of such are Mordred the treacherous; Kay, 
rude and boastful; and Ganelon the smooth¬ 
tongued traitor. The wonder element is not 
lacking in either Arthurian or Carolingian 
legends, for the tales treat of such mysteri¬ 
ous beings as Merlin the enchanter, spell¬ 
weaving Vivien, the Lady of the Lake, Mor¬ 
gan the Fay, the three Queens of Avalon; 
also of fairies and enchanted beasts; while the 
adventures of Ogier the Dane and those of 
Roland in the gardens of Falerina should 
satisfy any wonder-loving boy or girl. 

A short course of stories about King Ar¬ 
thur’s knights may include the following, 
“ The Coming of Arthur,” “ The Knights 
of the Round Table,” “The Adventure of 
Gareth,” “Geraint and the Fair Enid,” “The 
Dolorous Stroke,” “ Lancelot and Elaine,” 


116 The Children’s Reading 

“The Quest of Sir Perceval,” “Sir Galahad 
and the Achievement of the Holy Grail,” 
and “ The Passing of Arthur.” 

An equally delightful course of stories 
may be planned from Carolingian romance, 
including: “The Adventures of Ogier the 
Dane,” “The Sons of Aymon,” “ Malagis 
the Magician,” “ A Roland for an Oliver,” 
“ Reinold’s Journey to Cathay,” “ Roland 
in the Gardens of Falerina,” “Bradamant 
the Warrior Maiden,” and “ The Battle of 
Roncesvalles.” 

Such courses as outlined above will prob¬ 
ably last until a child is fourteen or fifteen 
years of age. He may then be introduced 
to Homer’s poetry, or, if parents prefer, to 
other great literature, Shakespeare, the poets, 
the dramatists and novelists. 

An appreciation of Homeric poetry is, 
however, a fine preparation for the enjoy¬ 
ment of other great writings. Homer should 
be read aloud from a good translation, but 
previous to this the boy or girl should be 
prepared for a fuller understanding of the 
Greek epics by reading Baldwin’s “Story 


Ballads, Epics, and Romances 117 

of the Golden Age,” which contains legends 
and stories explaining the causes of the 
Trojan War. The children may also be fur¬ 
ther interested in the Homeric stories by 
reading one or more of the good renditions 
listed below. A connected course giving the 
events of the war and the after adventures 
of the heroes may be planned, drawing 
material from Homer, Virgil, and other 
sources. 

It is a much-mooted question whether 
great literature should be rewritten for child¬ 
ren, and whether it should be expurgated. 
There are great books that few children read 
through, while chapters from those writings 
read when young may give the children, later 
in life, a desire to read the entire works. An 
example of such is “ Don Quixote.” It would 
seem well to place in the hands of children 
interesting, well-edited excerpts from this 
work. On the other hand, there are fine 
things that children should read in their en¬ 
tirety. Of these last there are good renditions 
which preserve more or less the quality of 
their originals. Such adaptations may, as far 


118 The Children’s Reading 

as is possible, be used as a means to an end, 
— to interest the children in plots and to 
lead up to the originals. As to expurgation, 
it is the opinion of the present writer that 
much in books thought by adults to be 
harmful to children, these pass over without 
notice—for it is beyond their range of vision; 
while that which is actually harmful to minors 
is the lauding of vice and success by craft, 
and the light treatment of lying, thieving, 
disloyalty, and other acts that children should 
be taught degrade character and undermine 
integrity. 

It would seem that if in their early years 
children are taught by the means of carefully 
selected and edited stories to discern between 
good and evil, and weakness and strength, 
that they may, when older, be permitted to 
read certain masterpieces unedited and un¬ 
expurgated. By the time a boy and girl are 
fifteen or sixteen years of age their moral 
sense should have been so trained that, in¬ 
dependent of the judgment or conscience of 
others, they should be able to perceive for 
themselves when an author fails to uphold 


Ballads, Epics, and Romances 119 

uniformly high standards of virtue, or con¬ 
fuses falsehood with truth. This opinion does 
not apply to literature which is perverting — 
such writings are injurious to child or adult. 

The following list of books is arranged 
according to the plan of reading outlined in 
this chapter. Whenever possible inexpensive 
versions are quoted as well as fine gift-books. 

BOOKS OF BALLADS, EPICS, AND ROMANCES 

(For modem romances see Classics and Standards, page 
154. For editions, publishers, and prices see Purchase List 
of Children’s Books, page 302.) 

Ballad Collections 

Ballad Book. (Bates.) 

Inexpensive collection of ballads, traditional, super¬ 
stitious, romantic, and domestic. Another excellent 
but inexpensive collection is “Representative English 
and Scottish Popular Ballads,” edited by Witham. 

Blue Poetry Book. (Lang.) 

Ballads and poems of action. Gift-book bound in 
blue and gold, with numerous illustrations. 

Book of Old English Ballads. (Mabie.) 

A limited selection of the most famous ballads, il¬ 
lustrated by George Wharton Edwards. Attractively 
bound. 


120 The Children’s Reading 


Robin Hood. (Perkins.) 

Old English ballads of the bold outlaw and his 
merry-men, with colored pictures by Lucy Fitch 
Perkins. 

The Boy’s Percy. (Lanier.) 

The standard and best collection for young people, 
selected by Sidney Lanier from Bishop Percy’s 
“ Reliquesof Ancient English Poetry.” Substantially 
bound but unattractive to the eye. 

Ballads retold in Prose 

Ballads in Prose. (Macleod.) 

Stories of Patient Griselda, the Blind Beggar’s 
Daughter, Robin Hood, and other ballads. The au¬ 
thor has retained much of the original language, 
transposing words in order to break the rhythm. 
Attractively illustrated. 

Children’s Tales from Scottish Ballads. (Grier¬ 
son.) 

Tales of Black Agnace, Thomas the Rhymer, Sir 
Patrick Spens, the Wizard Michael Scott, and other 
heroes and heroines of Scottish song. Interesting 
story-book, and useful to the story-teller. Colored 
illustrations. 

Merry Adventures of Robin Hood. (Pyle.) 

Howard Pyle has done for the Robin Hood legends 
what Hawthorne did for the classic tales; he has 
made his material over into a literary work peculiarly 
his own, and he has added another classic to the 
children’s shelves. The book is illustrated by the 
author. 


Ballads, Epics, and Romances 121 

Old Ballads in Prose. (Tappan.) 

Charming, simple renditions of such ballads as 
** Saddle to Rags,” “Willie Wallace,” “Cat- 
skin,” “ Patient Annie,” “Earl Mar’s Daughter,” 
and “The King and the Miller of Mansfield.” 
Useful for story-telling. 

Stories from Famous Ballads. (Greenwood.) 

Inexpensive volume of romantic stories edited by 
Caroline Burnite. 

Story of Beowulf 

Beowulf. (Child.) 

Beowulf with the Finnesburh Fragment. 

Stories of Beowulf. (Marshall.) 

The Anglo-Saxon saga retold in simple and excellent 
English. Heroic qualities are emphasized. Colored 
pictures. 

Stories of Siegfried and other Northern Heroes 

Heroes of Iceland. (French.) 

Adapted from Dasent’s “Story of Burnt Njal.” 
May be used to introduce young people to Morris’s 
and Magnusson’s “ Heimskringla.” 

Grettir the Strong. (French.) 

The tragedy of this famous Icelandic outlaw retold 
from Morris’s version. Vivid, well told, and shows 
the operation of tribal laws. 

Gudrun. (Schmidt.) 

A prose rendering of the “ Lay of Gudrun.” Sim¬ 
ple, short, and inexpensive. Translated from the 
German by Upton. 


122 The Children’s Reading 


Stories from Wagner. (McSpadden.) 

Wagner drew much of his material for “ The Ni- 
belungen Ring ’ ’ from both the * * Volsunga Saga ’ * and 
the “Nibelungenlied.” The stories are retold in 
straightforward, vigorous English. Inexpensive ver¬ 
sion. Contains also stories of other Wagner operas. 

Stories of the Kings of Norway. (Morris and 
Magnusson.) 

“The Heimskringla,” being volumes 3—5 of the 
“ Saga Library,” done into English from the Ice¬ 
landic. Romantic and thrilling. For young people 
and adults. 

Story of Siegfried. (Baldwin.) 

The best rendition for children of the Siegfried le¬ 
gends, based on the “ Eddas,” the “ Volsunga 
Saga,” and the “ Nibelungenlied.” Interesting and 
useful to the story-teller. 

Story of Sigurd the Volsung. (Morris.) 

A poetic version for young people and adults. “ The 
very breath of the North seems to flow across these 
lines as the polar wind across the green waves of the 
North Sea.” 


Story of Frithiof 

Frithiofs Saga. (Tegner.) 

A popular translation is by Holcomb, and selections 
from the saga are charmingly translated by Long¬ 
fellow under the titles “ FrithioPs Homestead,” 
“ Sledge-Ride on the Ice,” “ FrithioPs Tempta¬ 
tion,” and “ Frithiof’s Farewell.” 


Ballads, Epics, and Romances 123 

Northland Heroes. (Holbrook.) 

Stories of Frithiof and Beowulf very much con¬ 
densed and simplified. Inexpensive. A short but ex¬ 
cellent version is “Frithiof Saga” by Schmidt. 

Stories from the Shah Nameh 

Sohrab and Rustum. (Arnold.) 

The famous poem by Matthew Arnold. Good to 
read aloud. 

Stories of the Persian Heroes. (Wilmot-Buxton.) 
An imaginative and well-written rendition. Another 
good version is the “ Story of Rustem,” by E. D. 
Renninger. 

Stories of the Cid, and Amadis of Gaul 

A Knight Errant. (Davidson.) 

Story of Amadis of Gaul retold from Southey’s 
translation. Attractive cover, and colored pictures 
by H. M. Brock. 

Ancient Spanish Ballads. (Lockhart.) 

Stirring translations, including the ballads of the Cid. 
Good to read aloud. 

The Story of the Cid. (Wilson.) 

Prose tales telling of the valiant deeds of the Cid 
Campeador. 

Some Celtic Heroes and Heroines 

Poems of Ossian. (MacPherson.) 

Weird, poetic tales of Fingal and other heroes. Read 
aloud to young people. 


124 The Children’s Reading 

Tales of the Enchanted Islands of the Atlantic. 
(Higginson.) 

Contains among other things the story of** Taliessin 
of the Radiant Brow.” 

The Boy’s Cuchulain. (Hull.) 

A romantic retelling of Irish hero legends. 

Stories from Spenser 

Faerie Queene. (Spenser.) 

The versions of Macleod and Royde-Smith may be 
used to prepare the children to enjoy this poem. 

Stories from the Faerie Queene. (Macleod.) 

A close prose rendering of the original poem. Illus¬ 
trated and attractive. Less expensive than ** Una and 
the Red Cross Knight.” 

Una and the Red Cross Knight. (Royde-Smith.) 

Retold in charming prose. Bits of the original poem 
are woven into the stories. Illustrated gift-book. 

Stories from Chaucer 
Canterbury Tales. (Chaucer.) 

Modern English paraphrase. 

Stories from Chaucer. (McSpadden.) 

One of the best prose renderings of Chaucer. Part* 
of the original poems are woven into the narratives. 
Inexpensive. 


Ballads, Epics, and Romances 125 

Tales of the Canterbury Pilgrims. (Darton.) 

Retold from Chaucer, Lydgate, and others. Eng¬ 
lish vigorous. Spirited illustrations by Hugh Thom¬ 
son. Stories retain much of Chaucer’s optimism, 
humor, and gentle courtesy. 

Legends of King Arthur 

Idylls of the King. (Tennyson.) 

These poetic and ethical versions of the King Arthur 
legends should be read aloud after the children have 
enjoyed the rendition from Malory and Howard 
Pyle’s stories. 

King Arthur Series. (Pyle.) 

Four volumes giving the history of King Arthur and 
the Knights of the Round Table. Their order is, 
“ Story of King Arthur,” “ The Champions of the 
Round Table,” “Sir Launcelot and his Compan¬ 
ions.” “ The Story of the Grail,” and “ The Pass¬ 
ing of Arthur.” Treatment strong and unsenti¬ 
mental. Follow with Tennyson’s “ Idylls of the 
King.” 

The Boy’s King Arthur. (Lanier.) 

Edited from Sir Thomas Malory’s “ Morte Dar- 
thur.” This is the standard edition for young people, 
but it is most unattractive in binding and print. A 
more popular edition, also based on Malory, is 
Macleod’s ‘‘Book of King Arthur and his Noble 
Knights. ’ ’ The latter is well illustrated and attractive. 
A cheap rendition, short and not so interesting, is 
that of Stevens and Allen. 


126 The Children's Reading 


Legends of Charlemagne and his Paladins . 

Song of Roland. (Butler.) 

English prose translation of this famous French song. 

Stories of Charlemagne. (Church.) 

And of the twelve peers of France. A stronger but less 
poetic version than Baldwin’s “ Story of Roland.’* 

Stories of Childe Roland. (Marshall.) 

Short Stories. Treatment romantic and style pictur¬ 
esque. Colored illustrations. For younger children 
than the renditions by Baldwin or Church. Popu¬ 
lar and inexpensive. 

Story of Roland. (Baldwin.) 

A prose version which with poetic spirit treats of 
the adventures and exploits of Roland, Oliver, Rei- 
nold, and Ogier the Dane. 

/Eneid. (Virgil.) V ‘ rgd 

The rhymed version of Conington may be used, or 
the translation into blank verse by Cranch. 

Stories from the .ZEneid. (Havell.) 

Well rendered and interesting. Illustrated. 

Homer 

Iliad. (Homer.) 

Two good translations for use with young people are 
that of Bryant translated into blank verse, and the 
prose version of Lang, Leaf, and Myers. 

Odyssey. (Homer.) 

Bryant’s translation in blank verse, and the prose 
version by Professor Palmer. 


Ballads, Epics, and Romances 127 

Stories from Homer. (Church.) 

With twenty-four colored illustrations from designs 
by Flaxman. The best one-volume edition of tales 
from the Greek epics. Also published in more ex¬ 
tended form, in two volumes, under the titles 
“ Story of the Iliad,” and “ Story of the Odyssey.” 
Another excellent illustrated two-volume edition 
of the tales is that prepared by Professor Havell. 

Story of the Golden Age. (Baldwin.) 

Legends showing the causes of the Trojan War, end¬ 
ing where the Iliad begins. Delightfully retold. 

Miscellaneous Stories from Old Romances 

Book of Romance. (Lang.) 

Stories of King Arthur, Robin Hood, Wayland the 
Smith, and other heroes. Many pictures. Uniform 
with the “Colored Fairy Books.” 

Seven Champions of Christendom. (Cartwright.) 

Adventures of St. George, St. Denis, St. James, 
St. Andrew, St. Patrick, and others. How they 
conquered pagans, rescued distressed damsels, and 
rid the world of necromancers, dragons, giants, 
and other evils. Retold in quaint English from 
“ The Famous Historic of the Seven Champions of 
Christendom” written in the sixteenth century. 

Stories from Don Quixote. (Havell.) 

A dignified and most interesting volume of selections 
from this work. Well worth placing in the hands 
of every young person. Another good version for 
younger children is that edited by Judge Parry and 
illustrated in color by Walter Crane. 


128 The Children’s Reading 


Stories from Old French Romance. (Wilmot- 
Buxton.) 

Charlemagne legends, and stories from such French 
romance as “ Aucassin and Nicolette,” “ Con- 
stans the Emperor/’ and “ William and the Were¬ 
wolf.” 

Tales from the Alhambra. (Irving.) 

A most attractive selection from these romantic tales, 
edited by Josephine Brower, and illustrated by C. E. 
Brock. Good to read aloud. May be followed by 
“The Alhambra,” with illustrations by Pennell. 

Wonder-Book of Old Romance. (Darton.) 

A gift-book. Illustrated by A. G. Walker, and tell¬ 
ing in delightful fashion the stories of “ William and 
the Werewolf,” “King Robert of Sicily,” “Sir 
Cleges and the Cherries,” “King Horn,” “Guy 
of Warwick,” and other tales not usually included 
in collections for children. 


CHAPTER IX 


POETRY AND RHYMES 

(( And firsty truly , to all them thaty professing learning , 
inveigh against poetry, may justly be objectedy that they go 
very near to ungratefulness to seek to deface thaty vohichy in 
the noblest nations and languages that are known t hath been 
the first light-giver to ignorance y and first nurse y whose milk 
by little and little enabled them to feed afterwards of tougher 
knowledges — Sir Philip Sidney. 

I T may have occurred to the reader that in 
previous chapters undue stress has been 
laid on the ethical and aesthetic content of 
folk-story and song, and little or nothing said 
of that important thing — literary form. 
This omission is not because the writer 
thinks form of no consequence, but because 
in the early education of children the char¬ 
acter of the ideas implanted is most impor¬ 
tant. Form is but a means to an end. It 
may make gracious the message it conveys. 
Ideas or suggestions presented in weak or 
uninteresting style, and in prosy or limited 
vocabulary, lose their force and fail to make 


130 The Children’s Reading 

the desired deep impression on the mind. 
Ungrammatical or otherwise incorrect Eng¬ 
lish helps to destroy a child’s taste, and 
accustoms him to language that will, in 
its turn, weaken his powers of expres¬ 
sion 

Harmony of expression, fine or noble 
language, not only satisfy taste but stir 
thought to action, and often to imitation; 
this is notably true of the effects of poetry. 
An interesting proof of this may be found 
in the early compositions of many poets 
whose first efforts, consciously or uncon¬ 
sciously, are direct, though sometimes weak, 
imitations of favorite authors who impressed 
themselves on the minds of the young en¬ 
thusiasts. We have already seen that Mas¬ 
son finds in Milton’s early writings evi¬ 
dences of the influences of Du Bartas, Spenser, 
and other poets, and that Milton began to 
compose at the age of ten. Burns, writing of 
his own early reading, and referring to a vol¬ 
ume of English songs, says: “ The collection 
of songs was my vade mecum. I pored over 
them, driving my cart, or walking to labor. 


Poetry and Rhymes 131 

song by song, verse by verse, carefully not¬ 
ing the true, tender, or sublime, from affec¬ 
tation and fustian. I am convinced I owe to 
this practice much of my critic-craft, such as 
it is.” 

To this point writes Stedman: “One 
poet’s early song, for example, has closely 
echoed Keats; another’s, Tennyson; after¬ 
ward, each has given us a motive and a 
method of his own, yet he was first as much 
a pupil of an admirable teacher as those 
widely differing artists, Couture and Millet, 
were pupils of Delaroche. Still another 
began with the Italian poets, and this by a 
fortunate chance, — or rather, let us say, by 
that mysterious law which decrees that gen¬ 
ius shall find its own natural sustenance. In 
time he developed his own artistic and 
highly original note, with a spirituality con¬ 
firmed by that early pupilage.” 

And in the ranks of more ordinary mor¬ 
tals, who is there that has not, in the enthu¬ 
siasm of youthful literary aspirations, mod¬ 
eled his early efforts after some master poet, 
novelist, or dramatist*? And weak though 


132 The Children’s Reading 

the resultant compositions may have been, 
yet those masters exerted an influence on 
the tastes of their neophytes, and possibly 
urged them on to more ambitious expres¬ 
sion. 

The educational function of poetry as a 
formative of style and expression is therefore 
important. Its appeal to a child’s native sense 
of rhythm, and to his delight in ethically and 
aesthetically clothed thought, proves beyond 
question that poetry is an essential factor in a 
child’s mental development. The evolution 
of his taste in verse is one of the most inter¬ 
esting and concrete expressions we have of 
the gradual unfolding of a child’s interests 
and of the growth of his inner life. We note, 
through changes in taste, that gradual transi¬ 
tion from the play-life of early childhood—• 
the self-unconscious period, during which a 
child projects himself into the state or life of 
objects and living things around him—to 
that stage of more mature self-contemplation 
when “ shades of the prison-house begin to 
close upon the growing boy.” 

This growth manifests itself first through 


Poetry and Rhymes 


*33 

the love of nursery rhymes, which develops 
early into an appreciation for other forms of 
poetry and rhyme; for the rhymed proverb 
and fable; the moral tale in verse, as exemp¬ 
lified by the Lambs, the Taylors, the Carys, 
and Dr. Hoffmann; the songs of play-life, 
such as those of Lucy Larcom, Eugene 
Field, James Whitcomb Riley, and Robert 
Louis Stevenson; and verses of fancy, the 
best examples of which may be found in 
“Songs of Innocence,” by William Blake, 
and in the poems of William Allingham. 

Then comes the period of intense ab¬ 
sorption in romantic verse, including ancient 
ballads, modern imitations, and such poems 
as Longfellow’s “Hiawatha,” “Tales of a 
Wayside Inn,” and “Evangeline”; Tenny¬ 
son’s “ Sir Galahad,” “ Lady of Shalott,” the 
“ Idylls of the King”; Scott’s “Marmion,” 
“ Lady of the Lake,” and other poems; and 
last, but not least, the fanciful or plaintive 
song and lyric. 

If the love of poetry is nourished to that 
point where it is no longer merely a phase 
of the sentimental or emotional side of youth. 


134 The Children’s Reading 

but has become a part of the inner life of the 
individual boy and girl, the young people 
will pass enthusiastically to the enjoyment 
of Keats, Shelley, Moore, and other poets, 
whose strongest appeal is to youth. All of 
which reading will prepare the way for the 
riper appreciation of such philosophic poets 
as Milton, Dante, and Wordsworth. 

To derive the keenest pleasure from poetry 
it should be read aloud. An occasional po¬ 
etry-hour may liven the regular reading pro¬ 
gramme. It is best to read at first from good 
collections. This insures a catholic taste and 
a knowledge of many poets. “ The Posy 
Ring” may be followed by Repplier’s “ Book 
of Famous Verse,” and “Golden Numbers ” 
by Palgrave’s “Golden Treasury” or “The 
Oxford Book of English Verse.” If preferred, 
after finishing “ The Posy Ring ” and the 
“Book of Famous Verse,” one may read 
from the poets Longfellow, Whittier, Bryant, 
and Tennyson. Some children are eager to 
memorize and recite, and any of the volumes 
listed below offer good material for this pur¬ 
pose. 


Poetry and Rhymes 
BOOKS OF POETRY AND RHYMES 


(For other books of poetry see Easy Reading, page 62. 
Ballads, Epics, and Romances, page 119, Religious Books, 
page 268. For editions, publishers, and prices, see Purchase 
List of Children’s Books, page 302.) 

Collections 

Book of Famous Verse. (Repplier.) 

A collection that is especially fine for boys. Con¬ 
tains martial songs, ballads, story-telling poems, as 
well as many short lyrics and rhymes. 

Book of Verses for Children. (Lucas.) 

About two-hundred old proverbs, nonsense rhymes, 
old-fashioned story-telling poems, and other verses. 
Illustrated by Bedford. May be read after Mother 
Goose. 

Children’s Book of Poetry. (Coates.) 

A most popular and comprehensive collection of 
homely old-fashioned poems written for children. 
The compiler has consulted the children’s tastes 
rather than literary requirements. 

Golden Numbers. (Wiggin and Smith.) 

This and its companion volume “ The Posy Ring ” 
are collections of song and verse selected for their 
literary quality as well as for their appeal to children 
and young people. Contain many poems not usually 
found in other anthologies. The arrangement is orig¬ 
inal and fanciful. “The Posy Ring” should be 
read first. 


136 The Children’s Reading 

Golden Treasury. (Palgrave.) 

Every older boy or girl should be familiar with this 
classic collection of English sonnets, lyrics, and 
songs. Acquaintance with this book alone will form 
a taste for the best of poetry. Another fine and more 
general collection is ** The Oxford Book of English 
Verse,” edited by Quiller-Couch. 

St. Nicholas Christmas Book. 

Stories and verses selected from the volumes of 
“ St. Nicholas Magazine.” Attractive cover. Fan¬ 
ciful and charming illustrations. For young children. 

The Book of Christmas. (Mabie.) 

Songs, essays, short stories, legends, and descrip¬ 
tions of Christmas festivities in other lands and ages. 
Literary in tone. Charmingly bound. For young 
people and adults. Another Christmas collection, a 
charming gift-book for younger children, is Dier’s 
“ Children’s Book of Christmas.” 

The Heart of Youth. (Gilder.) 

A collection of poems especially suitable for young 
girls. Selected with literary taste and with sympathy 
for youth. 


Children's Own Poets 

Ballads for Little Folk. (Alice and Phoebe Cary.) 

Verses about farm life, playmates, flowers, insects, and 
animals. Popular with little children. Illustrated. 

Child’s Garden of Verses. (Stevenson.) 

With twelve full-page pictures in color and pen and 
ink, by Jessie Willcox Smith. Gift-book. For little 
folks’ edition, see page 66. 


Poetry and Rhymes 137 

Childhood Songs. (Larcom.) 

Many poems of domestic and play life. Forty-three 
illustrations. 

Child Verse. (Tabb.) 

Lyrics both gay and grave. Delicate and tender in 
tone. For children and adults. 

Little-Folk Lyrics. (Sherman.) 

Fanciful verses, and songs about flowers and birds. 
Illustrated. 

Nonsense Books. (Lear.) 

Ruskin says: “ Surely the most beneficent and in¬ 
nocent of all children’s nonsense books yet produced 
is the * Book of Nonsense,’ with its corollary carols, 
inimitable and refreshing, and perfect in rhythm. I 
really don’t know any author to whom I am half as 
grateful for my idle self as Edward Lear.” ** The 
Nonsense Books ” come bound in one large volume, 
with original illustrations by Mr. Lear; also in three 
separate volumes, most delightfully illustrated by 
L. Leslie Brooke. 

Once upon a Time. (Wilkins.) 

Rhymes and jingles and fairy poems. Illustrated. 

Original Poems. (Ann and Jane Taylor.) 

Such poems as ** Meddlesome Matty,” “ Greedy 
Richard,” “The Little Boy who made himself 
Sick,” “ The Wasp and the Bee,” and many 
other moral rhymes. Contains also a few verses by 
Adelaide O’Keeffe. Fanciful pictures by Bedford. 
Another edition of selected verses, called “ Little 
Ann, and Other Poems,” is delightfully illustrated 
by Kate Greenaway. 


138 The Children’s Reading 

Pocketful of Posies. (Brown.) 

Pretty, childlike verses about such wonders as “The 
Pummy and the Wicked Gluglu Bird,” “An Ad¬ 
venture in Cookie Land,” and “ The Fate of a 
Greedy Pincushion.” 

Poetry for Children. (Charles and Mary Lamb.) 

The “ gentle Elia” and his sister wrote quaint 
moral verses for children. Some of the verses are, 
“ The Boy and the Skylark,” “The Magpie’s 
Nest,” “Choosing a Name,” ‘‘Cleanliness,” and 
“The Broken Doll.” 

Rhymes of Childhood. (Riley.) 

Also, “Book of Joyous Children.” Two volumes 
of fun, mischief, and humor, told in rhyme that 
delights children. Contains, among other things, 
“The Dream March,” “The Boy Patriot,” 
“ Nine Little Goblins,” “ The Old Hay-Mow,” 
“The Man in the Moon,” and other rhymes of 
the “Raggedy Man.” 

Sing-Song. (Christina Rossetti.) 

Short lyrical verses, with much poetic quality. 
Tender and fanciful. Many pictures. 

Songs of Innocence. (Blake.) 

Imaginative songs of nature and child life. Contains 
also poems of pathos and religious sentiment. No 
poet surpasses Blake in his power to enter into the 
fresh, spontaneous joy of little children. Some of 
his poems are “ The LamW,” “ Spring,” “ In* 
fant Joy,” and “ The Laughing Song.” 


Poetry and Rhymes 


139 


Stories and Poems for Children. (Thaxter.) 

Poems of nature, especially of the seaside. Literary 
in quality and childlike. Contains also pretty stories. 
Some of the poems are “The Sandpiper,” “ Pic- 
cola,” and “King Midas.” 

Sundown Songs. (Richards.) 

Merry rhymes for very little people who enjoy 
Mother Goose. 

When Life is Young. (Dodge.) 

Rhymes and jingles, with pictures, humorous and 
fanciful. Originally published in “St. Nicholas 
Magazine. ’ * 

With Trumpet and Drum. (Field.) 

Also, “Love-Songs of Childhood.” Both volumes 
contain delightful childlike verses, some of which are 
“ The Duel,” “ The Sugar-Plum Tree,” “The 
Shut-Eye Train,” “Little Blue Pigeon,” and 
“ Wynken, Blynken, and Nod.” A selection of the 
best verses is published under the title, “Lullaby- 
Land,” and is illustrated by Charles Robinson. 

Some Poets who appeal to Young People 

(Favorite poems selected from the poets listed below 
may be found in anthologies such as “Golden Num¬ 
bers,” “The Golden Treasury,” and “The Oxford 
Book of English Verse.”) 

Abou Ben Adhem, and Selected Poems. (Hunt.) 


140 The Children’s Reading 

Baby Bell, The Little Violinist, and Other Verse 
and Prose. (Aldrich.) 

Some of the verses are “Alec Yeaton’s Son/* 
“Friar Jerome’s Beautiful Book,” and “ Ode on 
the Unveiling of the Shaw Memorial.” 

Golden Book. (Coleridge.) 

Contains, among other things, “The Rime of the 
Ancient Mariner,” “ Christabel,” and “ Kubla 
Khan. ’ ’ 

Grandmother’s Story of Bunker Hill Battle, and 
Other Poems. (Holmes.) 

Contains, among other things, “The Flower of 
Liberty,” “The Chambered Nautilus,” “The 
Ballad of the Oysterman,” “ The Wonderful One- 
Hoss Shay,” and “ Old Ironsides.” 

Hermann and Dorothea. (Goethe.) 

English translation by Frothingham. 

Intimations of Immortality, and Selected Poems. 
(Wordsworth.) 

Among the poems are “We are Seven,” “Lucy,” 
and “ The World is too much with Us.” 

Lalla Rookh. (Moore.) 

An Oriental romance, into the plot of which are 
woven thrilling story-telling poems ; some of which 
are “The Veiled Prophet of Khorassan,” “ Par¬ 
adise and the Peri,” and “ The Fire-Worshippers.” 

L’ Allegro an4 II Pens^roso. (Milton.) 


Poetry and Rhymes 


141 


Lays of Ancient Rome. (Macaulay.) 

Horatius, and other heroic poems. 

Lays of the Scottish Cavaliers. (Aytoun.) 

Among the lays are “The Execution of Mont¬ 
rose,” “The Heart of the Bruce,” “ The Burial- 
March of Dundee, and “ The Widow of Glencoe.” 

Ode to the West Wind, and Selected Poems. 
(Shelley.) 

Includes “The Sensitive Plant,” “The Cloud,” 
“To a Skylark,” and other poems. 

Poems. (Keats.) 

Includes, among other poems, “The Eve of St. 
Agnes,” “ Ode on a Grecian Urn.” “Ode to a 
Nightingale,” “ Isabella,” “ Endymion,” and 
“ Hyperion.” 

Poems. (Longfellow.) 

The children’s favorite poet. Among the most pop¬ 
ular of his poems are “Hiawatha,” “Tales of a 
Wayside Inn,” “Evangeline,” “The Psalm of 
Life,” “The Wreck of the Hesperus,” and “ The 
Skeleton in Armor.” 

Poems. (Scott.) 

The poet-romancer. The most popular of his long 
poems are “ The Lady of the Lake,” “The Lord 
of the Isles,” “Marmion,” and “The Lay of the 
Last Minstrel.” 


142 The Children’s Reading 
Poems. (Tennyson.) 

Among his poems most enjoyed by young people 
are “The Idylls of the King,” “ The Princess,” 
“ Maud,” and “Locksley Hall ” ; also the shorter 
poems, “The Lady of Shalott,” “Sir Galahad,” 
“The Day-Dream,” “ The Brook,” “Lord of 
Burleigh,” “Lady Clare,” and “The Charge of 
the Light Brigade.” 

Poems and Songs. (Burns.) 

Selections including “Mary Morrison,” “To a 
Mountain Daisy,” “John Anderson,” and “ High¬ 
land Mary.” 

Selected Poems. (Byron.) 

Including “ Childe Harold,” and “The Prisoner 
of Chillon.” 

Selected Poems. (Herrick.) 

Songs and lyrics. 

Selected Poems. (Schiller.) 

Translated by Bulwer-Lytton. 

Snow-Bound, and Selected Poems. (Whittier.) 

Includes, among other things, “Ichabod,” “The 
Tent on the Beach,” “ Skipper Ireson’s Ride,” 
and “ Telling the Bees.” 

Songs and Lyrics. (Heine.) 

Thanatopsis, and Other Poems. (Bryant.) 

Includes, among other things, “The Death of the 
Flowers,” “The Planting of the Apple-Tree,” 


Poetry and Rhymes 


H3 

“The Return of the Birds,” “ Robert of Lincoln,” 
“Song of Marion’s Men,” “To the Fringed 
Gentian,” and “To a Waterfowl.” 

The Blessed Damozel. (Rossetti.) 

The Pleasures of Hope, and Selected Poems. 
(Campbell.) 

Contains also “Lochiel’s Warning,” and “Lord 
Ullin’s Daughter.” 

The Sands of Dee, and Selected Poems and Songs. 
(Kingsley.) 

Some of the other poems are “ The Three Fishers,” 
“ A Farewell,” and “The North-East Wind.” 

The Vision of Sir Launfal, and Selected Poems. 
(Lowell.) 

A few of the other poems are “The Cathedral,” 
“ Commemoration Ode,” “ The Shepherd of King 
Admetus,” and “To the Dandelion.” 

Song-Books with Music 

Christmas Carols, and Hymns. (Dann.) 

Another inexpensive and excellent edition is Tom¬ 
lin’s “Christmas Carols, Ancient and Modern.” 
For other books of hymns see pages 269-270. 

Kindergarten Chimes. (Wiggin.) 

Songs and games composed and arranged for use 
with little children. 

Mother Goose Melodies set to Music. (Elliott.) 

Simple melodies. Many pictures. 


144 The Children’s Reading 

National, Patriotic, and Typical Airs of All 
Lands. (Sousa.) 

Old English Singing-Games. (Gomme.) 

Ten well-known games with music and illustrations. 
Among the games are “ King of the Barbate/’ 
“Nuts in May,” “Three Knights from Spain,” 
and “ Oranges and Lemons.” 

Pan Pipes. (Crane.) 

Old songs set to music. Illustrated by the compiler 
Walter Crane. 

Riverside Graded Song-Book. (Lawrence.) 

A collection of two hundred and sixty poems by such 
authors as Longfellow, Whittier, Burns, Shake¬ 
speare, Eugene Field, Tabb, Tennyson, and Scott. 
Set to appropriate music. Published in two parts. 
Inexpensive. 

St. Nicholas Songs. (Pratt.) 

One hundred and twelve songs collected from “ St. 
Nicholas Magazine,” and set to music by thirty- 
two composers. Illustrated. 

Songs Every Child should know. (Bacon.) 

Songs of sentiment, patriotism, national hymns, and 
fanciful poems ; accompanied by classic or other 
well-known music. Contains such familiar songs as 
“All Thro’ the Night,” “ Annie Laurie,” “Auld 
Lang Syne,” “Bonnie Doon,” “ Battle Hymn of 
the Republic,” and “Rule, Britannia.” Another 
less expensive collection is Matthew’s * * Songs of 
All Lands.” 


Poetry and Rhymes 145 

Songs of Childhood. (Field.) 

Words by Eugene Field, and music by Reginald de 
Koven and others. 

Stevenson Song-Book. (Stevenson.) 

Words by Robert Louis Stevenson, and music by 
various composers. Companion volume to “Songs 
of Childhood.** 


CHAPTER X 


SOME CLASSICS AND STANDARDS 

« A piece of literature is an organism, and should, there » 
yor*, put before the scholar, no matter bow young, with its 
head on, and standing on both its feet." —Richard Burton. 

** 'The importance of reading habitually the best books be¬ 
comes apparent when one remembers that taste depends <very 
largely on the standards with which we are familiar, and 
that the ability to enjoy the best and only the best is conditioned 
upon intimate acquaintance with the best." —Mabie. 

I T is of course unnecessary to argue here 
for the educational values of fine prose 
literature or generally accepted standards, 
but the appended list of books offers for our 
consideration some interesting side-ques¬ 
tions : Shall literature be given to children 
in condensed or adapted form 4 ? How much 
does the outward appearance of a book in¬ 
fluence a child’s taste ? What place has the 
novel in a young girl’s reading? 

The first question is already partially an¬ 
swered in a preceding chapter, where is dis¬ 
cussed the use of good renditions as a means 


Some Classics and Standards 147 

of leading up to those pieces of literature 
which are beyond the immediate compre¬ 
hension of children; and the pathway to 
which must be blazed, as it were, by literary 
guides. 

In regard to such juvenile classics as 
“ Robinson Crusoe,” “ Swiss Family Robin¬ 
son,” “ Tom Brown,” “ Story of a Bad Boy,” 
and “ Heidi,” there seems to be no good nor 
logical reason for adapting them for child¬ 
ren’s reading. Their very strength lies in 
their completeness. They become weak and 
insipid when rewritten or in any way diluted. 
These books, with the exception of “ Rob¬ 
inson Crusoe,” were written for children, and 
have been enjoyed complete by many a boy 
or girl; therefore, if any individual child can¬ 
not understand them, unless rewritten, he 
should wait until mature enough to enjoy 
them without adaptation. This same argu¬ 
ment applies equally to most novels and 
other classics, which a child should wait to 
read until he can appreciate them in their 
original forms. Collections of excerpts from 
novels are not in the same category with 


148 The Children’s Reading 

adaptations. Many a boy or girl has been 
drawn by fascinating selections to the read¬ 
ing of novels from which the extracts were 
taken. Excerpts do not take the place of 
their originals; they lead to them. 

The outward form of a book, its effect on 
the eye, has much to do with arousing or 
depressing a child’s interest in it. The 
writer has made many experiments which 
help to prove this fact. The placing on the 
shelf of the public library of a classic in text¬ 
book or other dull cover, and printed in 
small, close-set type, insures that the classic 
will carry out the saying: “ Be good and 
you ’ll be lonesome.” It is rarely stolen, and 
rarely worn out; two proofs of unpopularity. 
But place on the shelf the same work in a 
gayly covered edition, illustrated in color, 
printed in clear attractive type, and, presto! 
the book disappears legitimately or other¬ 
wise. And often a child who reads this at¬ 
tractive volume will tell other children about 
the story, and, behold, the formerly despised, 
homely volume becomes fashionable. 

A child’s idea of an attractively bound 


Some Classics and Standards 149 

book is not according to the aesthetic taste 
of the literary connoisseur. The book that 
fills a child with keen longing to read or to 
own it for himself, and which frequently in¬ 
duces him to steal from the library shelves, 
is the one with a bright cover, — red pre¬ 
ferably,— illustrated with story-telling pic¬ 
tures, and rich with gilding. A classic in 
such guise can well hold its own against the 
highly decorated modern juvenile that drives 
the text-book-covered classic into humble 
shadow. Little books, “pocket editions,” 
have such a fascination for small children 
that hundreds of “ Peter Rabbits,” “ Benja¬ 
min Bunnies,” and “ Little Girl Blues ” 
vanish yearly from the library shelves. 
Many libraries, nowadays, keep these pigmy 
beings under lock and key, lending them 
only to highly respectable infants. 

Titles, too, have much to do with the 
popularity of a book. A boy will fight shy 
of “ Baby Elton, Quarter-Back,” and “ The 
Calico Cat”; both titles suggesting infantile 
literature; and a child will often ask for a 
book by titles which most refreshingly show 


150 The Children's Reading 

how sounds or ideas please; some such 
titles, gathered from one children’s library 
department, are: “A Book of Christian 
Giants,” “Rebecca on Sunny Jim's Farm,” 
“ The Pound of Flesh Book,” “How to Keep 
it When You Get it,” “ A Biblical Version 
of the Old Testimony,” “St. Nicholas on a 
Crow,” “Kate Douglas Wiggin in the Cab¬ 
bage Patch,” “Sapolio at St. Helena,” “A 
Preserved Basket of Hounds,” “Longleg’s 
Poetry,” “Dog Quicksey,” “Hans Ander¬ 
sen’s Christian Fairy Tales,” and “Jack on 
the Cornstalk.” 

We now come to the really serious and 
much-discussed question—the love-story for 
the young girl. As soon as she outgrows 
juvenile books she plunges into the reading 
of full-fledged novels. In this she is fol¬ 
lowing a natural and beautiful instinct. All 
she needs is guidance, and to be restrained 
from reading the painful, degenerating novels 
of the day. She should be taught that it is not 
the reading of the latest fiction that makes 
an educated woman, but the reading of books 
that build character or lead to wholesome 


Some Classics and Standards 151 

thought, whether these books are newly pub¬ 
lished or hundreds of years old. She should 
be kept as long as possible in the high realm 
of romance into which her natural instincts, 
if encouraged, will lead her, so that, when 
judgment is mature, she may return thence 
“trailing clouds of glory” from the world of 
romantic ideals, which will help her to meet 
in a nobler and truer fashion the problems 
of practical life. 

Faithfulness to one princess, as a moral 
standard, is the theme of many of the best 
myths and fairy stories. The Cupid and 
Psyche tale, with its hundreds of variants, 
deals poetically and forcefully with this type 
of loyalty. The prince’s perseverance in the 
face of difficulties and dangers, in order to 
win his lady, forms the plot of many a favo¬ 
rite book. Much of the finest literature — 
poems, romances, and novels—deals with 
this subject. How, then, can the mistaken 
reformers of children’s reading, successfully 
shut away from girls all references to love 
They try to do this, claiming that the subject 
is beyond power of comprehension of young 


152 The Children’s Reading 

people. Surely this cannot be so, when one 
considers that the strongest natural instinct 
of girlhood is a craving for romance and for 
a hero who by devotion and courage wins his 
bride. This instinct cannot be killed. It can 
be suppressed or perverted by bad reading, 
but it is as much a part of a girl as is her 
heart-beat. The growing girl is throwing 
out delicate mental and moral tendrils search¬ 
ing for romance on which to lean. If the best 
romance of literature is shut away from her 
she will read instead the feverish, sentimental 
novels of Mary J. Holmes, or some of the 
three hundred and seventy-five volumes by 
Bertha M. Clay, or Mrs. Southworth’s eighty- 
five novels. With what results ? The girl’s 
mind becomes filled with suggestions of 
treachery, jealousies, evil plots, and with 
wrong ideas of what marks a womanly girl 
or a gentlewoman. 

There are many wholesome modern nov¬ 
els that appeal to the girl who is already 
lost in the dizzy mazes of the family story 
papers, or who looks forward eagerly to 
the bi-monthly story by Clay, or to South- 


Some Classics and Standards 153 

worth’s latest fiction. It is not practical to 
include a list of good popular novels in this 
volume, but the worker with girls will find 
that books by Rosa Nouchette Carey, Clara 
Louise Burnham, E. Marlitt, Amanda M. 
Douglas, and Amelia E. Barr will help to 
break the yellow-novel reading habit. 

The following list of books is not on the 
whole a popular one. It is prepared for 
those fortunate boys and girls whose parents 
or teachers have introduced them step by 
step to fine ennobling literature, and who are 
ready to take keen pleasure in stories that 
have character and strength. Of course Miss 
Alcott’sbooks, “Treasure Island,” “Robin¬ 
son Crusoe,” and a few other stories are al¬ 
ways popular, and may be used to lead 
to the other books. A brief list of dramatic 
works and essays is added. The whole is 
merely suggestive, for any parent can con¬ 
tinue to add indefinitely to this short cata¬ 
logue of good things. “Alice in Wonder¬ 
land,” “ Gulliver’s Travels,” and many other 
classics are listed with their subjects at the 
end of other chapters in this volume. 


154 The Children’s Reading 

SOME CLASSIC AND STANDARD BOOKS 

(For editions, publishers,and prices, see Purchase List of 
Children’s Books, page 302.) 

Children s Own Classic and Standard Stories 

Being a Boy. (Warner.) 

Delightful, humorous reminiscences of boy life on a 
farm. Illustrated with woodcuts. 

Castle Blair. (Shaw.) 

An Irish story, of which Ruskin writes: it “is good 
and lovely and true, having the best description of 
a noble child in it (Winnie) that I ever read; and 
nearly the best description of the next best thing — 
a noble dog.” 

Child Life in Prose. (Whittier.) 

Short, varied stories with literary flavor, selected from 
such authors as Aldrich, Dickens, and Lucy Larcom. 
Gift-book for children ten to twelve years old. 

Cuore. (Amicis.) 

The journal of an Italian schoolboy is made the ex¬ 
cuse for recording stories told by the schoolmaster, 
which, together with incidents from school-life, 
make the book interesting to boys. The author em¬ 
bodies in this book his ideas on training the emo¬ 
tions. Ethics of every day are touched upon, and 
for the most part treated from a high moral stand¬ 
point. The book is marred, however, in two or 
three places where the author justifies untruth if it 
has a generous aim; and lightly treats cheating at 
school abetted by parents. Contains good stories to 
tell; “The Little Vidette of Lombardy,” “The 


Some Classics and Standards 155 

Sardinian Drummer-Boy,” and “ King Umberto.” 
Translated from the Italian, and also published under 
the title “ Heart.” 

A Dog of Flanders and Other Stories. (Ramee.) 

The other stories are “The Niirnberg Stove,” 
“In the Apple-Country,” “The Little Earl.” 
Attractive cover, and colored illustrations by M. L. 
Kirk. Also published, each story separately, in four 
attractive, inexpensive volumes. Good to read 
aloud. “ Moufflou ” is published separately. 

Fairchild Family. (Sherwood.) 

An old-fashioned, highly moral tale of the doings of 
three little children, who, the preface says, “ were 
naughty and good, happy and sorrowful, when 
George the Third was still on the throne; when 
gentlemen wore blue coats with brass buttons, knee- 
breeches, and woolen stockings, and ladies were at¬ 
tired in short waists, low necks, and long ringlets.” 

Faith Gartney’s Girlhood. (Whitney.) 

Also “Summer in Leslie Goldthwaite’s Life,” 
“ We Girls,” “ Real Folks,” and “ Other Girls.” 

Forgotten Tales of Long Ago. (Lucas.) 

A collection of tales from such quaint old writers as 
Maria Edgeworth, Jacob Abbott, the Aikins, Pris¬ 
cilla Wakefield, Peter Parley, and G. P. R. James. 
Delightfully illustrated by Bedford. Good to read 
aloud. Should precede Maria Edgeworth’s “ Par¬ 
ent’s Assistant.” The companion volume to this 
is “ Old-Fashioned Tales,” which contains among 
other things, Maria Edgeworth’s “ Purple Jar ” and 
stories by Barbauld, Aikin, Lamb, and Catherine 
Sinclair. 


156 The Children's Reading 

Hans Brinker. (Dodge.) 

A story of Dutch pluck and good will. Well writ¬ 
ten, and much liked by children. With over one 
hundred illustrations by A. B. Doggett. 

Heidi. (Spyri.) 

Story of the Alps. Contains beautiful descriptions 
of Swiss scenery bright with the color of Alpine 
flowers and cool with the summer breezes blown 
from snow-clad mountain-tops. The Swiss char¬ 
acters are drawn with tender pathos, and little 
Heidi’s nature is developed with skill and delicacy. 
It is a child’s classic and should be read aloud to be 
fully enjoyed. Another charming book by the same 
author, though not so strong as Heidi, is “ Moni 
the Goat Boy.” 

Jackanapes. (Ewing.) 

An attractive edition is that illustrated by Caldecott. 
Among Mrs. Ewing’s other well-known books are 
“Six to Sixteen,” “Daddy Darwin’s Dovecot,” 
“Story of a Short Life,” “Lob Lie-by-the-Fire,” 
and “Mary’s Meadow.” Mrs. Ewing’s tales ap¬ 
peal especially to girls between ten and twelve years 
of age. To be made popular the stories should be 
read aloud. 

Little Women. (Alcott.) 

A story that, in spite of its lack of literary quality, 
has already become a part of children’s literature. 
Miss Alcott not only presents high ideals, but she 
does so with frankness and common sense very con¬ 
vincing and wholesome. All her juvenile stories are 
good, but the best among them are “ Little Men,” 
“ Under the Lilacs,” “Jack and Jill,” “Old- 


Some Classics and Standards 157 

Fashioned Girl,” “ Eight Cousins,” “ Rose in 
Bloom,” and two collections of stories, “ Old- 
Fashioned Thanksgiving,” and “ Spinning Wheel 
Stories.” 

Men of Iron. (Pyle.) 

Vigorous story of knighthood in the days of Henry 
IV of England. Manly in tone, exciting in inci¬ 
dent, and, though it gives much historical inform¬ 
ation, not at all didactic. “ Otto of the Silver 
Hand” is another story by the same author. It 
tells of adventures in the days of Rudolph of Haps- 
burg and of the feuds of the robber barons. Both 
books are illustrated by the author. 

Mysterious Island. (Verne.) 

Other popular books by this famous French author 
are “ Around the World in Eighty Days,” and 
‘‘Twenty Thousand Leagues under the Sea.” 

Nelly's Silver Mine. (Jackson.) 

A story of a pioneer family’s struggles in Colorado. 
Contains fine description of scenery, and much 
interesting incident. 

Parent's Assistant. (Edgeworth.) 

In spite of the old-school moralizing in these tales, 
children, especially girls, between ten and twelve 
years of age enjoy them very much. The best liked 
stories are “ Lazy Lawrence,” “Simple Susan,” 
“Waste not Want not,” and “Barring Out.” 
An attractive edition is that with introduction by 
Austin Dobson, and illustrations by Hugh Thom¬ 
son; it is published under the title “ Tales from 
Maria Edgeworth.” 


158 The Children’s Reading 

Prince and the Pauper. (Twain.) 

A semi-historical story of the time of the boy king, 
Edward of England. Very humorous and romantic. 
Good to read aloud. 

Quest of the Four-Leaved Clover. (Laboulaye.) 

This is an adaptation, not a translation, from the 
French story, “ Abdallah.’ * It tells of Arabian desert 
life, and of the noble and heroic deeds of a Bedouin 
Arab. Illustrated by Copeland, and adapted by W. 
T. Field. Good to read aloud. 

Robinson Crusoe. (Defoe.) 

Of this book D. G. Mitchell says: €t If you should 
ever have a story of your own to tell, and want to 
tell it well, I advise you to take * Robinson Crusoe * 
for a model.” This classic, originally written for 
grown people, but now become the property of the 
children, is published in many editions, expensive 
and inexpensive. A good standard edition is pub¬ 
lished, containing both parts of the story, and is 
illustrated with woodcuts; a specially fine edition, 
with pictures by E. Boyd Smith, contains part one; 
and another edition, also of part one, is that illus¬ 
trated by the Rhead Brothers. 

Story of a Bad Boy. (Aldrich.) 

Mischief and fun of a New England village boy 
and his friends. Humorous, delightful, and thor¬ 
oughly wholesome. Mr. Aldrich based this story 
on his boyhood life. 

Swiss Family Robinson. (Wyss.) 

The very improbability of this tale makes it de¬ 
lightful. “They did sail in the tubs,” says the 


Some Classics and Standards 159 

Spectator , “ and train zebras and ostriches for 
riding, and grow pines and apples in the same gar¬ 
den; and why should n’t they ? We never yet met 
the child whom this story did not fascinate.” 

Tom Brown’s School Days. (Hughes.) 

A book of noble purpose and boy interests. The 
author, besides writing a delightful story for boys, 
has written a most instructive one for parents and 
teachers. He shows Dr. Arnold’s method of de¬ 
veloping a boy’s sense of responsibility and manly 
honor. To get a boy interested in the book, read 
aloud to him the chapters headed “The Fight,” 
and “Rugby and Football.” 

Some Interesting Classic and Standard Novels for 

Young People 

Charles O’Malley. (Lever.) 

'‘Here is every species of diversion,” writes An¬ 
drew Lang; “ duels; steeple-chase; practical jokes 
at college (good practical jokes, not booby traps and 
apple-pie beds); here is fighting in the Peninsula. 
If any student is in doubt, let him try chapter xiv, 
the battle of Duoro. This is, indeed, excellent 
military writing. ’ ’ 

Chronicles of Barsetshire. (Trollope.) 

Including “The Warden,” “ Barchester Towers,” 
“ Framley Parsonage,” “Dr. Thorne,” “The 
Small House at Allington,” “ Last Chronicle of 
Barsct.” 

Cloister and the Hearth. (Reade.) 

This romance, giving strong pictures of mediaeval 


160 The Children’s Reading 


conditions, should be read by every boy and girl. 
It may be followed with Von ScheffePs “ Ekke- 
hard. ,, 

Cranford. (Gaskell.) 

There are two charming editions of this quaint story, 
one illustrated by Hugh Thomson, and the other 
with delicate colored pictures by C. E. Brock. 

Dove in the Eagle’s Nest. (Yonge.) 

Story of the German robber barons. The most 
popular of Miss Yonge’s novels. Other interesting 
books by the same author are ‘‘Unknown to His¬ 
tory, ” “ Chaplet of Pearls,” and “Stray Pearls.” 

Egyptian Princess. (Ebers.) 

Thrilling historical romance of ancient Egypt. 
“ Uarda,” also by Ebers, is a tale of Rameses II. 

Ekkehard. (Von SchefFel.) 

A tale of the tenth century, which, like “ The 
Cloister and the Hearth,” gives fine, strong pic¬ 
tures of mediaeval life. 

Evelina. (Burney.) 

This deliciously refreshing romance cannot fail to en¬ 
thrall; and, like “Jane Eyre,” it is a book that 
should be read in youth. Most appropriately illus¬ 
trated by Hugh Thomson. 

Henry Esmond. (Thackeray.) 

Also, “The Virginians,” “Pendennis,” and “The 
Newcomes.” “Henry Esmond” is illustrated by 
Hugh Thomson. 


Some Classics and Standards i6i 


Ivanhoe. (Scott.) 

The most popular of this great author’s romances, 
all of which are fine reading for boys and girls; and, 
from an educational point of view, are the best of 
historical novels. Those volumes generally popular 
are “ Quentin Durward,” “The Talisman,” 
“The Monastery,” “The Abbot,” “Fortunes 
of Nigel,” “Kenilworth,” “Anne of Geier- 
stein,” and “Woodstock.” 

Jack Ballister’s Fortunes. (Pyle.) 

A story of Blackbcard the pirate. Vigorous char¬ 
acter delineation. Illustrated by the author. 

Jane Eyre. (Bronte.) 

This brilliant, though somewhat sensational story 
should be read by every girl before she is seventeen; 
it then has fascination that is never forgotten. If 
read for the first time later in life, its objectionable 
features are apparent, which are unnoticed by a 
young girl. 

John Halifax. (Craik.) 

A fine though sentimental story of the evolution of 
a noble, simple “gentleman.” Much enjoyed by 
young girls. 

Last Days of Pompeii. (Bulwer-Lytton.) 

Also, “ Rienzi,” and “ The Last of the Barons.” 

Leatherstocking Tales. (Cooper.) 

In their order they are “The Deerslayer,” 
“The Last of the Mohicans,” “ The Pathfinder,” 
“The Pioneer,” “The Prairie.” “The Last of 
the Mohicans” is illustrated in color by E. Boyd 
Smith. 


162 The Children’s Reading 


Les Miserables. (Hugo.) 

Read with pleasure by some young people, espe¬ 
cially the part called “ Marius.” 

Lorna Doone. (Blackmore.) 

A wholesome, vigorous story of strong John Ridd 
and the outlawed Doones of Bagworthy Forest, 
which has taken its place among the best of ro¬ 
mances for young people. 

Marble Faun. (Hawthorne.) 

Also, “Twice-Told Tales,” “Mosses from an 
Old Manse,” and “ The House of the Seven 
Gables.” 

Nicholas Nickleby. (Dickens.) 

Among his other books liked by young people are 
“ A Tale of Two Cities,” “ David Copperfield,” 
“Old Curiosity Shop,” “Pickwick Papers,” 
‘‘Martin Chuzzlewit,” “The Cricket on the 
Hearth,” and “A Christmas Carol.” The last 
two books are issued in two volumes, each illus¬ 
trated with delicate colored pictures by C. E. 
Brock. 

Our Village. (Mitford.) 

English prose idyll published in two beautiful edi¬ 
tions, one illustrated with one hundred pictures by 
Hugh Thomson, and the other with colored plates 
by C. E. Brock. 

Picciola. (Saintine.) 

Not a popular book, but a gentle, charming story of 
how a flower saved a young nobleman imprisoned 
by Napoleon in the Fortress of Fenestrella. 


Some Classics and Standards 363 

Pride and Prejudice. (Austen.) 

Miss Austen is essentially the young girl’s novelist. 
She is simple, forceful, and sane, though she deals 
with romance. Others of her books, equally de¬ 
lightful, are “ Sense and Sensibility,” “ North- 
anger Abbey,” “ Mansfield Park,” “ Persua¬ 
sion,” and “Emma.” All these volumes are pub¬ 
lished, with illustrations by C. E. Brock. 

Ramona. (Jackson.) 

Pretty tale of lower California which relates the 
love-story of Ramona and the Indian Alessandro. 
Much liked by young girls. 

Romola. (Eliot.) 

George Eliot is better suited to mature readers than 
to boys or girls. Some young people like “ The 
Mill on the Floss,” and “Silas Marner.” “Ro¬ 
mola ” is interesting because of its picturesque and 
romantic setting, and its descriptions of the stirring 
times of Savonarola. 

Scottish Chiefs. (Porter.) 

The old-fashioned, popular, historical romance of 
which Gladstone writes: “ ‘Scottish Chiefs,’ and 
especially the life and death of Wallace, used to 
make me weep. This would be when I was about 
ten years old.” The book is usually enjoyed by 
young people between fourteen and sixteen years of 
age. 

Tales of Mystery and Imagination. (Poe.) 

“ Gold-Bug,” and detective tales. 

The Betrothed. (Manzoni.) 

A historical romance translated from the Italian. 


164 The Children’s Reading 

The Initials. (Tautphoeus.) 

Humorous and interesting novel of middle-class 
German life. Has much local color. 

The Little Fadette. (Sand.) 

Or “ Fanchon the Cricket.’* 

The Sundering Flood. (Morris.) 

Also, “The House of the Wolfings.” Two poetic 
prose tales which are delightful introductions to 
William Morris’s other works. They expand the 
imagination by re-creating most vividly the ancient 
life of the Germanic people of Northern Europe. 

Treasure Island. (Stevenson.) 

The most popular of pirate stories. Many illustra¬ 
tions by Walter Paget. 

Vicar of Wakefield. (Goldsmith.) 

Two fine editions of this classic are that illustrated 
by Hugh Thomson, and the one with pictures by 
C. E. Brock. 

Westward Ho! (Kingsley.) 

A historical novel written in Canon Kingsley’s most 
vigorous English, and giving strong pictures of 
England and the “ Spanish Main ” in the days of 
Queen Elizabeth. It should be read by every boy. 
Two other interesting books by Kingsley are 
“Hypatia,” and “ Hereward the Wake.” 

Essays and Miscellanies 

Essays. (Macaulay.) 

Essays Every Child Should Know. (Mabie.) 

A collection of such essays as “ The Coverley Sab- 


Some Classics and Standards 165 

bath,” by Addison; “A Dissertation on Roast 
Pig,” by Lamb; “ Cinders from Ashes” by 
Holmes; and “ Marjorie Fleming,” by Dr. John 
Brown. 

Essays of Elia. (Lamb.) 

Heroes and Hero-Worship. (Carlyle.) 

Rab and his Friends. (Brown.) 

Also “ Marjorie Fleming.” 

Sayings of Poor Richard. (Franklin.) 

Sesame and Lilies. (Ruskin.) 

Sir Roger de Coverley Papers. (Addison and 
Steele.) 

Sketch Book. (Irving.) 

A volume of selections from the “ Sketch Book ” is 
delightfully illustrated by Caldecott, and published 
under the title, “Old Christmas.” 

Table Talk. (Hazlitt.) 

Twelve Centuries of English Poetry and Prose. 
(Newcomer and Andrews.) 

A most interesting and comprehensive collection. 
The material is grouped by periods, and includes 
extracts from such old literature as “Beowulf” as 
well as from the modern poetry of Robert Louis 
Stevenson. Strongly and artistically bound. A fine 
gift book for any boy or girl. 

Varia. (Repplier.) 

Also Miss Repplier’s other volumes of spicy essays, 
including “Books and Men,” and “Essays in 
Idleness.” 


166 The Children's Reading 


Drama 

Everyman, and other miracle plays. 

Plays. (Shakespeare.) 

There is no finer gift for boy or girl than a good 
one-volume edition of the great dramatist, or, if 
preferred, a set of “ Temple Shakespeares ” bound 
in leather. The advantages of the set are that the 
individual volumes are inexpensive and one may be 
bought at a time; also, if wished, a selection of the 
plays may be made. If a selection is desired, the 
first plays that should be bought for a child’s own 
bookcase are “ Midsummer Night’s Dream,” 
“The Tempest,” “As You Like It,” “ Mer¬ 
chant of Venice,” “Twelfth Night,” “ The 
Winter’s Tale,” ‘* Comedy of Errors,” “ Romeo 
and Juliet,” “ Taming of the Shrew,” “Hamlet,” 
“Julius Caesar,” “ King John,” “Henry IV,” 
“ Henry V,” “Macbeth,” and “King Lear.” 
Good prose renditions of the plays are Lambs’ 
“Tales from Shakespeare,” Quiller-Couch’s “ His¬ 
torical Tales from Shakespeare,” which supplements 
Lamb; and a charming set of books called “ The 
Temple Shakespeare for Children.” The stories in 
this set are attractively told in prose by Alice Spencer 
Hoffman. Parts of the original plays are woven 
into the narratives. Each play is published sepa¬ 
rately, bound in leather, and illustrated. “ The 
Tempest ” is illustrated by Walter Crane. For the 
“Ben Greet Shakespeare,” see page 240. 

Plays. (Sheridan.) 

Includes, among other things, “The Rivals,” and 


Some Classics and Standards 167 

“The School for Scandal/* These two plays 
are also published separately in two volumes, bound 
in red leather. 

She Stoops to Conquer. (Goldsmith.) 

Also, “The Good-Natured Man.” Each play 
comes bound separately in red leather covers. 

Stories of Famous Operas. (Guerber.) 

Short prose tales giving the plots of such operas as 
“ Faust,” “ Carmen,” “ Don Giovanni,” “ Mar¬ 
tha,” “ II Trovatore,” “ Cavalleria Rusticana,” 
and “Le Cid.” 

Stories of the Wagner Operas. (Guerber.) 

Plots of “ Rienzi,” “The Flying Dutchman,” 
“ Tannhaiiser,” “ Lohengrin,” “ Mastersingers 
of Nuremberg,” “ Parsifal,” and the operas of 
“The Ring.” 


CHAPTER XI 


FICTION OF TO-DAY 

“ The first thing voill he to have a censorship of the 
•writers of fiction , and let the censors receive any tale of 
fiction •which is goody and reject the bad. At the same time 
most of those that are novo in use 'will have to be discarded. 
— Plato. 

“As Euripides is reported , vohen some blamed him for bring¬ 
ing such an impious and profligate villain as Ixion upon the 
stage y to have given this ansvoer: 4 But yet I brought him not 
off till I had fastened him to a torture voheel .’ ” —Plu¬ 
tarch. 

I N the previous chapters we have seen 
how far a child’s reading habit may be 
developed under intelligent and sympathetic 
guidance, and how he may be taught to 
discern between strong and weak literature. 
This task would be simple and sure if there 
were no forces at work destroying the founda¬ 
tions so carefully laid in the home. One of 
the destructive forces, as we have seen, is the 
easily reached supply of feverish and evil 
reading, which seduces a child through his 


Fiction of To-day 169 

natural craving for stories of wild adventure 
and for tales that excite the emotions. 

These wide-awake, active tastes are per¬ 
fectly normal and right; they need proper 
food, that is all. A child projects himself 
into the experiences and emotions of the 
heroes and heroines of popular fiction. He 
thrills, toils, suffers, and triumphs with his 
favorite characters. His interest in these 
books is awakened not by his parents but 
by other children, or by personal examina¬ 
tion of the books. This is his private readings 
and its traditions are doled out by comrades, 
who in their turn gathered them from other 
children; in the same manner that games are 
handed on from one group or generation of 
children to another. 

Thus this private reading is a matter be¬ 
tween child and child; and boys and girls 
jealously guard their rights from interference 
by grown people, who, they think, and often 
with just cause, are the declared enemies of 
every book that is absorbingly interesting, 
— or as boys say, is a 44 peach,” 44 Jim Dandy,” 
or 44 out of sight.” The illogicality of some 


170 The Children's Reading 

parents is the source of much childish scorn, 
for these irate grown-ups confiscate, without 
examination, all paper-covered books, but 
present as Christmas gifts and Sunday-School 
prizes, much the same stories bound in neat 
cloth covers. “ Many a parent,” says E. W. 
Mumford, “ who would promptly take John 
out to the woodshed if he learned that the boy 
wascollecting dime novels, himself frequently 
adds to John’s library a book quite as bad.” 

So it remains that much of a boy’s or girl’s 
reading, according to the nature of things, 
will be done outside the immediate know¬ 
ledge and influence of parents. This is as it 
should be, so long as the store of private 
reading, from which the children draw their 
books, is a clean and wholesome one. An 
easily accessible supply of bad books, and 
restrictions of any kind on the free reading 
of good ones, is a sure source of contamina¬ 
tion to the children of a community. 

“ How can we, then, protect our children*? 
How can we know what they are reading in 
private*?” question anxious parents. The 
answer is, Shut off, by legislation if possible. 


Fiction of To-day 171 

all sources supplying weak or bad fiction; 
but first see to it that your community es¬ 
tablishes a children's free library department, 
no matter how small and modest. Let it be 
stocked with books selected by approved 
educational standards, and put no restrictions 
on the free use of books, excepting such rules 
as insure proper care of public property. If 
rules are made, even with the best of in¬ 
tentions, which restrict a child to one or two 
library books a week, the fast reader will 
finish his volumes in a short time, and dur¬ 
ing the rest of the week he will read stories 
borrowed from comrades, or bought from 
the news-stand. 

If funds permit, put the department in 
charge of a children’s librarian, pedagogically 
trained for that work, and who knows not 
only children’s literature, but also the ap¬ 
proved modern methodsof introducing child¬ 
ren to good reading. Let her conduct story- 
hours and reading-clubs, and encourage her 
to cooperate with both parents and teachers. 
Mothers’ meetings, held monthly at the li¬ 
brary for the discussion of children’s reading, 


172 The Children’s Reading 

help to establish intelligent cooperation. A 
sunny, cheerful reading-room, equipped with 
low tables and comfortable chairs, its walls 
lined with bookcases, five feet high, filled 
with interesting books ,—good modern ones 
generously duplicated , — quickly becomes the 
natural rendezvous for the neighborhood 
children. They spend many hours in ab¬ 
sorbed reading in their own comfortable 
quarters, which hours might otherwise be 
wasted in “ riotous living ” on the streets, or in 
reading yellow fiction in some secluded corner. 

How far a public library may become an 
educational force in its own community may 
be seen by briefly tracing the pioneer work 
done by one of our large city libraries, sup¬ 
ported by a generous public taxation. The 
city mentioned is an industrial one, teeming 
with foreigners from all nations. Many of 
these foreigners speak no English, and have 
no comprehension of the duties of an Ameri¬ 
can citizen. Their traditions and habits are 
those of the countries from which they come, 
and of their own class in the social scheme of 
those countries. The only hope of that city 


Fiction of To-day 173 

lies in the “ Americanizing ” and in the in¬ 
tellectual emancipation of the children of 
the foreigners. 

To help in this great work fourteen years 
ago the Public Library established a com¬ 
prehensive system of children’s free libraries. 
There was at that time no system in any other 
city on which to model the department, nor 
were there any catalogues of juvenile books 
to serve as guides in selecting books for the 
shelves. It therefore fell to this department 
to make a succession of original experiments 
in directing children’s reading, and at the 
same time to evolve an organization fitted to 
its peculiar aims. It so far succeeded that, 
after fourteen years of painful effort, meeting 
unmentionable adverse conditions, it at last 
reached the point where, after a careful can¬ 
vass of the needs of the city districts, it dis¬ 
tributed its juvenile books through a compact 
organization, composed of two hundred and 
twenty-seven agencies in charge of a corps 
of carefully trained assistants, whose person¬ 
ality and education had much to do with 
the success of the work. 


174 The Children’s Reading 

From the beginning the department met 
with the most earnest and cordial cooper¬ 
ation from school directors, teachers, play¬ 
ground officials, social workers, ministers, 
and from citizens interested in the welfare 
of the city. Without this aid it would have 
been impossible to evolve the system of 
children’s libraries, for of the two hundred and 
twenty-seven agencies for the distribution of 
juvenile books only nine were under library 
roofs; the remaining two hundred and 
eighteen centres were housed in buildings 
belonging to educational, civic, social, and 
religious bodies, and also in commercial es¬ 
tablishments and in homes; all of these 
giving quarters rent free, and often heat, 
light, and janitor service. Playgrounds, 
schools, settlements, bath houses, missions, 
and even tenements thus became centres for 
boys’ and girls’ “ reading-clubs,” and for the 
distribution of thousands of good books to 
the neighborhood children; and into remote 
alleys crept the “home libraries” in charge 
of librarians or social workers. 

These fourteen years of experimentation 


Fiction of To-day 175 

were not spent merely in devising a system, 
which, like a pipe-line, should cause to flow 
into the city homes a continuous stream of 
good juvenile books; but they were also given 
to minute and careful study of children’s 
natural interests, to testing tastes with differ¬ 
ent classes of books, to evaluating juvenile 
literature from an educational standpoint, 
and to devising methods of drawing the at¬ 
tention of groups of children to good and 
varied reading. Thus was evolved the be¬ 
ginnings of a pedagogy of children’s per¬ 
sonal reading, and the facts gathered from 
this experimentation form to-day the basis 
of the laboratory work in this field of 
many libraries and schools throughout the 
country. 

Two facts gathered from the work of this 
department are of immediate importance in 
the discussion of popular modern juvenile 
fiction: first, it is proved that many children, 
especially boys, who are given a chance to 
read good but exciting stories will of their 
own accord abandon the continuous reading 
of yellow fiction; second, that it is possible 


176 The Children’s Reading 

to determine just what qualities go to make 
up the story that will adequately displace 
the nickel novel. It is not feasible to give 
here an account of the educational experi¬ 
ments conducted systematically by the child¬ 
ren’s librarians, but a few concrete examples 
will be sufficient for illustration. 

At the time when this same children’s de¬ 
partment was first established, its city was 
honey-combed, good and bad districts alike, 
with shops whose windows flashed with the 
red and yellow-covered nickel novels, strung 
in alluring rows on strings across the window 
panes. These shops were almost the only 
source from which the children drew their 
reading. The present writer has visited many 
large cities, but nowhere has she seen the 
“ nickel” so boldly flaunted as in the said 
city. There were, and still are, shops where 
children not only bought “nickels,” but 
rented them for a pittance. On one occa¬ 
sion the writer visited the cellar shop of a 
dealer in paper-covered books. The large 
room was piled with tons and tons of worn- 
out, torn, filthy “nickels,” read to tatters by 


Fiction of To-day 177 

children and young people. A menace to 
the moral health of that city! 

But as children’s free libraries were opened 
in certain districts, “nickels” disappeared 
from some shop-windows, — from how many 
the writer cannot say, as no statistics were 
kept. Two shopkeepers informed the chief 
children’s librarian that since the opening 
of the neighborhood library it did not pay 
to keep “nickels” in stock, as the children 
got free books from the children’s reading- 
room. One shop carried for years a varied 
line of “nickels,” paper-backed novels, and 
broadsides, — “The Bartender’s Ten Com¬ 
mandments,” “Flirtation with a Handker¬ 
chief,” “Flirtation with a Parasol,” “Flirt¬ 
ation with Postage Stamps,” — and also 
vulgar song, joke, and dream books. A few 
months after the opening of a branch library 
in the district the chief children’s librarian 
called at the shop and found that the 
“nickels” and broadsides had vanished. 

On one occasion a boy who lived in a dis¬ 
trict where there was no branch library 
walked a long distance to the central library 


178 The Children’s Reading 

building to consult the children’s librarian 
about the reading of his “gang.” “We 
have,” he said, “ a library of one or two hun¬ 
dred volumes— ‘nickels,’you know. We 
ain’t greedy, we lend them to the girls. 
We’d have better things, but they cost too 
much.” Needless to say that before the boy 
left the central library arrangements had 
been made for him to come as often as he 
wished and to take away as many books as 
he could carry home to his “gang.” The 
library formed a “ reading-club ” of these 
boys, and placed it in charge of a sympa¬ 
thetic social worker. 

A member of another “reading-club” of 
colored and foreign boys once said to the 
library leader in charge, “We boys would 
read better things than 4 nickels,’ but they 
come high.” A principal sent to the library 
for some good fiction because his pupils 
were reading “ nickels.” The library sent a 
deposit of books carefully selected for the 
purpose, and in a few months the principal 
reported that the “ nickels ” had disappeared. 
It would be possible to give many other ex- 


Fiction of To-day 179 

amples of this kind from the records of that 
institution, but these few incidents show 
what power a good and interesting book has, 
if offered free , to drive out evil reading. 

The book that supplants the “nickel” 
has definite qualities. It pleases the eye; it 
is printed in large clear type, it has an un¬ 
crowded page with many paragraphs, and 
much conversation. It has pictures and, 
what is more important, a gay cover with a 
story-telling picture on it — the cover often 
makes the book’s first and lasting impression 
upon a child. It has an exciting plot, rapid 
action, and plenty of “go ” that sustains the 
reader’s interest from cover to cover. It sat¬ 
isfies, in a less hectic fashion, a boy’s delight 
in mystery, and his desire to chase some¬ 
thing, — be it cat, villain, or hero, — and it 
inspires him to punish the man or woman 
with whom the author has put him out of 
sympathy. It is in just this last point that 
lies the chief difference between the teach¬ 
ings of the yellow story and good popular 
fiction. The author of the “nickel” takes 
his chief character from the “Tenderloin,” 


180 The Children’s Reading 

—the underworld,—and holds him up as a 
hero oppressed by law; thus working on 
a boy’s sense of admiration, and filling the 
lad with the generous but mistaken desire 
to protect the criminal, and possibly to emu¬ 
late his deeds. This author trains criminals, 
not good citizens. But the author of the 
wholesome popular juvenile is on the side 
of justice and order, and throws his “spot¬ 
light” on a hero who upholds law, and is hon¬ 
orable. His villain, like Euripides’s Ixion, 
is not allowed to leave the stage until he has 
been fastened to a torture-wheel. 

The paper-covered “nickel” is not the 
only harmful reading that falls into a boy’s 
hands. There is a class of books, cloth- 
bound and respectable looking, that tell of 
“get-rich-quick” schemes, of promotion 
through trickery, favoritism, or accident, — 
from newsboy to chief editor, from cabin- 
boy to captain, from yard-hand to railroad 
superintendent;—and all within a brief 
period without legitimate effort. Such pro¬ 
motions occur in life, but they are scarcely 
to be held up to the growing lad as sure and 


Fiction of To-day i 8 i 

noble means of success. Other books of the 
same class, feverish and unwholesome, tell 
of lurid experiences in airship or motor, and 
of other adventures. There are many good 
modern juveniles to take the place of these 
books, and, if funds permit, the library 
should buy them in quantities. 

The harmful juvenile books — not love 
stories — for girls are rarely printed in nickel 
libraries, but come forward in the respect¬ 
able dress of cloth-cover, and often with the 
recommendation of a high price and a well- 
known author’s name. These are the books 
that teach girls to judge character and 
actions by the amount of wealth and social 
distinction possessed by the heroine and her 
friends; to think more of dress than ideals, 
to gossip, slander, and deal each other petty 
blows; to be disloyal and even dishonorable; 
to think lightly of white lies, and of de¬ 
liberate untruth told for an ostensibly noble 
purpose. Such books, like the little foxes 
that spoil the vines, destroy fine character 
even more quickly than do the stories that 
bear unmistakable marks of evil and crime. 


i82 The Children’s Reading 

Shoddy, sweetly sentimental stories are in¬ 
sidious in their undermining effects on a 
young girl's nature. 

These stories are the survivals of the days 
when many a girl had little to do or to in¬ 
terest her in life outside her home walls. 
Hedged in by convention she moved in a 
meagre, shallow world, whose pervading 
ideas were a sweet invalidism, the care of the 
complexion, and laying plots at boarding- 
school. But to-day we have our athletic 
girl, camping, canoeing, golfing, and winning 
tennis tournaments; our business girl, in 
factory, shop, office, or in a professional 
school fitting herself for a career; our col¬ 
lege or university girl, filled with altruistic 
desires to help in civic and social better¬ 
ment. And with this change in a girl’s 
ideals comes a corresponding change in the 
character of modern fiction written for her en¬ 
joyment. The new class of story is womanly 
and interesting, but not always strong; it 
has not yet reached its highest plane, where 
it can show girls in a convincing manner the 
close and perfect relation that should exist 


Fiction of To-day 183 

between these new activities and home life. 
A few books that make the enrichment of 
the home the final aim of a womanly girl 
are included in the following lists. 

Modern juvenile fiction is not by any 
means entirely composed of bait to decoy 
the young hopeful from bad reading. There 
are many fine, strong stories, some of which 
will doubtless take their places before long 
in any list of classic and standard fiction. 
These good books are listed in the first 
group of “ fiction of to-day.” Here, as in the 
lists of classic and standard fiction, may be 
noticed the omission of traditional books of 
“prunes and prisms” variety; they are left 
out because experience has proven that a 
modern child will not read “ goody-goody,” 
dry-as-dust books unless they are choked 
down his throat, as it were. 

The books in the following lists are alive 
books — not selected by any ancient tradi¬ 
tion, but chiefly because they contain ele¬ 
ments that give pleasure to boys or girls. 
Not all the books are of equal merit, or of 
unimpeachable character if judged by the 


184 The Children’s Reading 

highest standards. Some few of them come 
very close to the border line of sensational¬ 
ism, and may be used as “ stepping-stones” 
from “nickel” reading to better things. 
They are merely samples of a host of other 
good and wholesome stories. The reader is 
warned, however, against drawing the con¬ 
clusion that, because one book by any given 
author is recommended, therefore all his 
books are equally good; this is far from the 
case. An author may write one good book 
into which he has put the best of himself, 
and then produce rapidly a number of poorly 
written and possibly harmful stories that sell 
on the reputation of his first work. This is 
especially true of long “series” of stories. 
One volume sells the other, because the au¬ 
thor is well known. 

Good modern fiction, besides appealing to 
children’s tastes, and having an ethical value, 
has also a practical educational side which 
should not be overlooked. Some stories deal 
with the lives of well-known men and wo¬ 
men, and the histories of many countries; 
these, together with stories having local 


Fiction of To-day i8j 

color, fill the place of dry, matter-of-fact 
books of biography, history, and travel, and 
they sometimes induce children to further 
reading on the subjects treated. Through 
stories of home and play life, and of the daily 
experiences of everyday boys and girls placed 
in ordinary or unusual circumstances, child¬ 
ren may learn vicariously how to meet 
emergencies with quick wit, fortitude, and 
courage. Stories that are intended to interest 
children in Nature are listed under chapter 
XIII — “Useful Books.” And a discussion 
of the use of modern historical fiction may 
be found in chapter XII—“History, Bi¬ 
ography, and Travel.” 

LIST OF MODERN FICTION FOR CHILDREN 

(For editions, publishers, and prices, see Purchase List of 
Children’s Books, page 302.) 

Some of the Best Fiction for Boys and Girls 
For Younger Children . 

A Litde Girl of Long Ago. (White.) 

Also, “ A Borrowed Sister,” “Edna and her 

Brothers,” and “ When Molly was Six.” 

Brothers and Sisters. (Brown, A. F.) 

Also its Sequel, “ Friends and Cousins,” and 

“ The Christmas Angel. ’ * 


186 The Children’s Reading 


Captain January. (Richards.) 

About a little girl rescued from the sea. 

Diddie, Dumps and Tot. (Pyrnelle.) 

Plantation life, stories, and adventures. 

Donkey John of the Toy Valley. (Morley.) 

Of the wooden toy-makers of the Austrian Tyrol. 

Little Miss Phcebe Gay. (Brown, H. D.) 

The sequel, (t Her Sixteenth Year,’* is for older 
children. 

Moons of Balbanca. (Davis.) 

Good times in New Orleans, and on a plantation. 
Play-Days. (Jewett.) 

Short stories of play and fun. Good to read aloud. 
Story of Sonny Sahib. (Duncan.) 

Of a child rescued from the Cawnpore massacre. 
The Rabbit’s Ransom. (Vawter.) 

Short stories. Illustrated. 

For Boys and Girls. 

A Boy’s Ride. (Zollinger.) 

In the days of John of England. 

Against Heavy Odds. (Boyesen.) 

Stories of modern Norse heroism. Also, ** Boy¬ 
hood in Norway,” “ Modern Vikings,” and 
** Norseland Tales.” 


Fiction of To-day 


187 


Ben Comee. (Canavan.) 

Tale of Rogers’s Rangers. 

Betty Leicester. (Jewett.) 

Also, “ Betty Leicester’s Christmas.** 

Bob Knight’s Diary. (Smith.) 

Wholesome but spicy tales of boarding-school. 

Boy of the First Empire. (Brooks, E. S.) 

Story of a page in Napoleon’s palace. 

Boy Settlers. (Brooks, Noah.) 

Early times in Kansas; also, “The Boy Emigrants.*' 
Campus Days. (Paine, R. D.) 

Also, “The Dragon and the Cross.” 

Captain Phil. (Thomas.) 

Autobiography of a boy in the Union Army. 
Captains Courageous. (Kipling.) 

Story of fishing off the Grand Banks. 

Chilhowee Boys. (Morrison.) 

Of a perilous journey of some boy settlers. 

Coral Island. (Ballantyne.) 

Shipwreck in the South Seas. 

Flamingo Feather. (Munroe.) 

Story of the Spaniards in Florida. 

Gabriel and the Hour-Book. (Stein.) 

Tale of old Normandy and of a famous hour-book. 


188 The Children's Reading 


Green Mountain Boys. (Thompson, D. P.) 
Exploits of Ethan Allen. 

Harding of St. Timothy’s. (Pier.) 

Boy’s boarding-school story. 

His Majesty’s Sloop Diamond Rock. (Hunting- 
ton.) 

Siege of Diamond Rock off the coast of Martinique. 

Hoosier School-Boy. (Eggleston.) 

Country school-boy days in Indiana. 

Jack Benson’s Log. (Norton.) 

Afloat with the flag in ’61. 

Jed. (Goss.) 

A boy’s adventures in the Union Army. 

Juan and Juanita. (Baylor.) 

Of a wonderful escape from the Comanches, 

Kibun Daizin. (Murai.) 

“From shark-boy to merchant-prince ” ; Japanese 
story. 

King Tom and the Runaways. (Pendleton.) 
Also, “In the Camp of the Creeks.” 

Lance of Kanana. (French, H. W.) 

The sacrifice of a brave Bedouin boy. 

Land of Fire. (Reid.) 

Castaway on the Fuegian coast. 


Fiction of To-day 


189 


Lisbeth Longfrock. (Aanrud.) 

Idyll of Norwegian farm life. Good to read aloud. 

Masterman Ready. (Marryat.) 

A desert island tale. 

Master Skylark. (Bennett.) 

In the times of Shakespeare. 

Merrylips. (Dix.) 

A story of the Cavaliers and Roundheads. 

No Heroes. (Howard.) 

In which a boy proves himself a hero. 

Perseverance Island. (Frazar.) 

A story of an ingenious castaway. 

Polly’s Secret. (Nash.) 

And how she kept it in spite of difficulties. 

Puck of Pook’s Hill. (Kipling.) 

Fairy spells wrought by Puck. Good to read 
aloud. 

Rebecca of Sunnybrook Farm. (Wiggin.) 

Also its sequel, “New Chronicles of Rebecca.* * 

Rolf in the Woods. (Thompson-Seton.) 

A boy scout and an Indian in the days of 1812. 

Santa Claus on a Lark. (Gladden.) 

And seven other stories of Christmas doings. 

Sara Crewe. (Burnett.) 

Of the wonders that happened in Sara’s garret. 


190 The Children’s Reading 

Story of Rolf and the Viking’s Bow. (French, 
Allen.) 

Tale of ancient Iceland. 

Summer in a Canon. (Wiggin.) 

Also its sequel, “ Polly Oliver’s Problem.” 

The Golden Arrow. (Hall.) 

Also, “Boys of Scrooby” and “ In the Brave 
Days of Old.” 

The Great Captain. (Hinkson.) 

In the days of Sir Walter Raleigh. 

The Home-Comers. (Kirkland.) 

Story of home and school life. 

The Ice Queen. (Ingersoll.) 

Adrift on an ice-floe. 

Tinkham Brothers* Tide-Mill. (Trowbridge.) 

Also, “ Cudjo’s Cave,” “ His One Fault,” “ Prize 
Cup,” and “The Scarlet Tanager.” 

Tommy Remington’s Battle. (Stevenson, B. E.) 
The self-sacrifice of a miner’s son. 

Two College Girls. (Brown, H. D.) 
Merrymakings and study at college. 

Two Little Confederates. (Page.) 

Plantation adventures of two boys. 

Uncle Peter’s Trust. (Perry.) 

Of a boy-bugler during the Sepoy rebellion. 


Fiction of To-day 191 

Under the Eagle’s Wing. (Miller, Sara.) 

Of the favorite disciple of Maimonides, “ The Eagle 
of Israel.” 

What Happened to Barbara. (Miller, O. T.) 
Trials and happiness of an ambitious girl. 

When Sarah saved the Day. (Singmaster.) 

Also its sequel, “ When Sarah went to School.” 

With the Indians in the Rockies. (Schultz.) 
Adventures of a lost boy in old trapping days. 

Wulnoth the Wanderer. (Escott-Inman.) 

Tale of the Danes and of Alfred of England. 

Young Ice-Whalers. (Packard.) 

Adventures of two lads lost on an Arctic ice-pack. 

Young Lucretia. (Wilkins.) 

Stories of old-fashioned New England children. 

Young Mountaineers. (Craddock.) 

Tales of the Tennessee Mountains. 

Popular Fiction and u Stepping-Stones 

An Obstinate Maid. (Rhoden.) 

Translated from German. Also, “The Young 
Violinist.” 

A Son of the Desert. (Gilman.) 

An escape from Arab bandits. 

Baby Elton, Quarterback. (Quirk.) 

A freshman year at college. 


192 The Children’s Reading 

Bonnie Prince Charlie. (Henty.) 

Also, “ By Pike and Dyke,” “ By England’s Aid ,* 9 
“ Dash for Khartoum,” “Jacobite Exile,” “ Lion 
of the North,” and “With Frederick the Great.” 

Boys of the Rincon Ranch. (Canfield.) 

Texas good times. 

Cattle Ranch to College. (Doubleday.) 

Indian fighting, hunting, mining, and ranching. 
Cruise of the Dazzler. (London.) 

With San Francisco Bay pirates. 

Dandelion Cottage. (Rankin.) 

Also its sequel, “ Adopting of Rosa Marie.” 

Daughter of the Rich. (Waller.) 

A year on a farm and jolly good times. 

Dorothy the Motor-Girl. (Carleton.) 

How she won a motor, and what she did with it. 

Driven Back to Eden. (Roe.) 

A farm story of some city children. 

Fast Mail. (Drysdale.) 

Also, “Beach Patrol.” 

Fritzi. (Daulton.) 

Of a little violinist adopted three times. 

Gold-Seeking on the Dalton Trail. (Thompson, 
A. R.) 

Prospecting in Alaska. 

Lakerim Athletic Club. (Hughes.) 

A year’s record of track and field sports. 


Fiction of To-day 


l 93 


Lass of the Silver Sword. (Du Bois.) 

Also its sequel, “ The League of the Signet-Ring.** 

Little Lord Fauntleroy. (Burnett.) 

Also, “ Editha’s Burglar.** 

Logan the Mingo. (Ellis.) 

Also, “Osceola, Chief of the Seminoles.** 

Luck of the Dudley Grahams. (Haines.) 

Also, “ Cock-a-Doodle Hill.’* 

Marjorie’s Quest. (Lincoln.) 

Search for a lost father. 

Master of the Strong Hearts. (Brooks, E. S.) 
How a boy redeemed his promise to Sitting Bull. 

Mayken. (Chase.) 

In the time of William the -Silent. 

Michael and Theodora. (Barr.) 

Also, “ Trinity Bells.** 

Nan Nobody. (Waggaman.) 

Story of a “ little mother.” 

O-Heart-San. (Haskell.) 

In new Japan. 

Our Sister Maisie. (Mulholland.) 

Story of a jolly Irish family. 

Outlaws of Horseshoe Hold. (Hill.) 

How a band of vigilantes captured an outlaw 
“ gang.” 


194 The Children’s Reading 

Rulers of the Surf. (Muller.) 

Adventures of a boy carried off by pirates. 

Story of Betty. (Wells.) 

How she came into a fortune. 

Sweet William. (Bouvet.) 

In the days of Norman chivalry. 

The Flag on the Hilltop. (Earle.) 

Of a boy kidnapped by Confederates. 

The Forest Castaways. (Bartlett.) 

Experiences of two boys lost in the Maine woodf, 

The Half-Back. (Barbour.) 

Also, “ Weatherby’s Innings.” 

The Little Runaways. (Curtis.) 

A happy adoption. 

The Punchinellos. (Davis, K. W.) 

Of a little Italian wanderer. 

The Young Section Hand. (Stevenson, B. E.) 
Also, “The Young Train Despatched * 

Toby Tyler. (Otis.) 

Also, “ Mr. Stubbs’s Brother,” “ Left Behind, 
“Larry Hudson’s Ambition,” ‘'Life Savers, 
and “ Lobster Catchers.” 

Treasure of Mushroom Rock. (Hamp.) 

Prospecting in the Rocky Mountains. 

Two Boys in a Gyrocar. (Kenneth-Brown.) 

Of a motor race and a rescue from Siberia. 


Fiction of To-day 195 

Wells Brothers. (Adams.) 

Experiences of the “young cattle kings.* * 

White Cave. (Stoddard.) 

Also, “Dab Kinzer,’* “Little Smoke,** “Two 
Arrows,** and “Winter Fun.** 

White Conquerors. (Munroe.) 

Also, “Derrick Sterling,” * 4 Ready Rangers,** 
“ Cab and Caboose,” and “ At War with Pontiac.** 

Wolf Hunters. (Curwood.) 

How two boys and an Indian hunted in Canadian 
wilds. 

Humorous Stories for Boys and Girls 

A Boy’s Town. (Howells.) 

Adventures of a band of boys. 

Arkansaw Bear. (Paine, A. B.) 

Rhyme and story. Good to read to younger child* 
ren. 

Birds’ Christmas Carol. (Wiggin.) 

Also, “ The Story of Patsy.’* 

Captain Chap. (Stockton.) 

Castaways on the Florida coast. 

Helen’s Babies. (Habberton.) 

A ten days’ record of naughtiness and mischief. 

Monkey that would not Kill. (Drummond.) 

For younger children. 

Mrs. Wiggs of the Cabbage Patch. (Rice.) 

Her humorous sayings and doings. 


196 The Children’s Reading 

New Robinson Crusoe. (Alden.) 

Funny adventures of two castaways. 

Peterkin Papers. (Hale.) 

Also, “Last of the Peterkins.” 

Phaeton Rogers. (Johnson.) 

His inventions. 

Recollections of Auton House. (Hoppin.) 
Family history of the twelve little Autons. 

The Calico Cat. (Thompson, C. M.) 

A detective tale. 

Widow O’Callaghan’s Boys. (Zollinger.) 

Also, “ Maggie McLanehan.” 

Youngsters of Centerville. (Baker.) 

Jolly good times at picnics and other gatherings* 

Some Popular M Series ” 

Bob’s Hill Series, 3 volumes. (Burton.) 
Chicopee Series, 3 volumes. (Hamlin.) 

Felicia Books, 4 volumes. (Gould.) 

Five Little Peppers Series, 6 volumes. (Sidney.) 
Hildegarde Series, 5 volumes. (Richards.) 

Jack the Young Ranchman Series, 6 volumes. 
(Grinnell.) 

Katy Did Books, 5 volumes. (Coolidge.) 
Kristy Books, 3 volumes. (Miller, O. T.) 


Fiction of To-day 


197 

Margaret Montfort Series, 5 volumes. (Richards.) 
Omitting “ Rita,” which is very sensational. 

Revolutionary Series. 3 volumes. (True.) 

St. Lawrence Series, 3 volumes. (Tomlinson.) 
Teddy and Phebe Books, 4 volumes. (Ray.) 

War of 1812 Series, 6 volumes. (Tomlinson.) 
West Point Series, 4 volumes. (Malone.) 


CHAPTER XII 


HISTORY, BIOGRAPHY, AND TRAVEL 

* * Give me leave to enjoy myself; that place that does contain 
my books , the best companions , is to me a glorious court , where 
hourly I converse with the old sages and philosophers; and 
sometimes , for variety , I confer with kings and emperors, 
and weigh their counsels ; calling their victories , if unjustly 
goty into a strict accounty andy in my fancy y deface their ill - 
placed statues — Beaumont and Fletcher. 

H ISTORY and its complement bio¬ 
graphy contain the essential qualities 
that in other forms of writing delight chil¬ 
dren, and draw them to read. On every 
page throng brave deeds, varied adventures, 
mysteries, and swiftly moving events; often 
with the picturesque background of other 
ages, countries, and peoples. Therefore it is 
surprising to note how few histories and 
biographies children read for pleasure. After 
watching the children’s choice of books, and 
on examination of existing juvenile histo¬ 
ries and biographies, one is forced to con¬ 
clude that the root of the trouble lies in the 


History, Biography, and Travel 199 

average author’s presentation, and in the 
text-book appearance of the volumes. 

Juvenile books on these subjects may be 
divided into four groups; text-books, dry, 
and clogged with facts and dates; improv¬ 
ing histories and biographies, usually con¬ 
descending in tone; a few picturesque bio¬ 
graphical histories; and lastly, historical 
fiction. Children, especially young people, 
show a deeply rooted distaste for text-books 
and improving histories, while, on the other 
hand, they read with pleasure attractive bio¬ 
graphical histories, and devour historical 
fiction. 

Although it is essential that history, fer 
se, should be accurately presented, yet, from 
an analysis of those qualities in historic ro¬ 
mance that make a lasting appeal to boys 
and girls, we gather valuable suggestions 
for the successful presentation of accurate 
history. The popular historical story keeps 
the reader’s attention focused upon a hero, 
whose adventures are complicated and ex¬ 
citing. The romantic atmosphere of another 
period is reproduced. Historical characters 


200 The Children's Reading 

appear as flesh-and-blood creatures, not 
wooden puppets of dates and facts. The 
heroric elements are emphasized, and the 
whole volume appeals to the primitive likes 
of boy and girl, — to their sense of hero- 
worship, to their interest in the individual, 
and their love of color and adventure. 

History contains all these pleasure-giving 
elements, if it is presented from its pictur¬ 
esque and biographical side. It may be ar¬ 
gued against this method of presentation, 
that modern science has shown the inade¬ 
quacy of the individual, biographical treat¬ 
ment of history. The answer is that boys 
and girls are bored by the sociological treat¬ 
ment. It is beyond their comprehension, and 
not according to the demands of their na¬ 
tures. Their interest in biographical history 
is prompted by the same psychological law 
that made primitive peoples record, not facts, 
nor the sociological explanations of events, 
but the spirit and deeds of mighty leaders 
who typified the racial heroic ideals. 

In writing a satisfactory and attractive his¬ 
tory for children and young people, it is not 


History, Biography, and Travel 201 

necessary to fuse tradition and fact as the 
ancient peoples did; but one should em¬ 
phasize the heroic elements in history, at 
the same time preserving historical accuracy. 
History presented biographically, as a suc¬ 
cession of events, each group of which cen¬ 
tres around some dominant personage of its 
age, makes a series of distinct mental pic¬ 
tures, which, by aid of the imagination, im¬ 
press themselves upon the mind of the 
young reader with an impact that makes an 
indelible impression on the memory. 

The educational values of history and 
biography are unquestionably great. These 
subjects open up the long vistas of the ages, 
show deeds in relation to consequences, in¬ 
troduce boys and girls to the great men and 
women of all times, and thus expand the so¬ 
cial consciousness. A further advantage is 
gained if through interest in biographical 
history young people may be drawn later to 
study more mature historical works, which, 
by giving them a knowledge of govern¬ 
ments, men and affairs, will help them as 
men and women to handle intelligently 


202 The Children’s Reading 

the social and civic problems of modern 
life. 

Before leaving this subject a word more 
may be said for historical fiction. It forms 
a delightful introduction to historical char¬ 
acters, arousing interest where books of his¬ 
tory fail. The best historical romances were 
not written for children, but they delight 
young people as well as adults. Among 
them are Scott’s novels, “ The Last Days of 
Pompeii,” “ Rienzi,” “Westward Ho!” 
“Hypatia,” “ Here ward the Wake,” “The 
Cloister and the Hearth,” “ Ekkehard,” 
“ Charles O’Malley,” “ Les Miserables,” 
“Tale of Two Cities,” and “The House 
of the Wolfings.” Other more recent novels 
are written by Stevenson, Weyman, Crock¬ 
ett, and Doyle. 

There are some few excellent historical 
stories written for boys and girls. Of these 
are “Men of Iron,” “Otto of the Silver 
Hand,” “ Jack Ballister’s Fortunes,” “ Green 
Mountain Boys,” “Two Little Confeder¬ 
ates,” “ Wulnoth the Wanderer,” “Captain 
Phil,” “ Jed,” “ The Great Captain,” “ A 


History, Biography, and Travel 203 

Boy’s Ride,” “PuckofPook’s Hill,” “May- 
ken,” “ Master Skylark,” “ A Boy of the 
First Empire,” “Rolf in the Woods,” “The 
Golden Arrow,” “ The Boys of Scrooby,” 
“ In the Brave Days of Old,” “ Merrylips,” 
and “Uncle Peter’s Trust.” Brief descrip¬ 
tions of these books may be found in the 
fiction lists in this volume. 

Unfortunately there are not enough thor¬ 
oughly good juvenile historical stories. The 
demand for this class of tale is so great that 
it is necessary to give boys and girls stories 
which are not accurate in every point, and 
are written sensationally. Even here a line 
is drawn between the harmfully sensational 
and vicious book, and that which has suffi¬ 
cient quality to make a reasonably vivid 
and correct historical impression. The use¬ 
fulness of these books is daily demonstrated 
in the public library. The writer knows of 
many boys and girls who by reading Henty 
books have been led to study history. And 
until better tales take their place, all the 
Henty books and their ilk cannot be thrown 
aside. “ The children’s librarian,” writes 


204 The Children’s Reading 

C. W. Hunt, “having daily evidence of 
the excellent reading-courses stimulated by 
trifling books, must keep for the child some 
things which the critics would scorn, when 
she knows that these books have in them 
the power to kindle such interest in a sub¬ 
ject as will lead to reading corrective of in¬ 
accuracies of information.” 

Good books of travel are nearly as rare 
as are satisfactory biographies and histories. 
Most travel accounts for children are stuffed 
with informing facts, usually related by a 
prosy grown-up to a long-suffering party of 
children, or they are desultory or vague. 
The best travel books are not intended as 
such. They are stories full of local color 
and fine descriptions of natural scenery, 
customs, and manners. The authors of the 
stories knew their localities and people well, 
and were so unconsciously full of their sub¬ 
jects that they imbued their tales with at¬ 
mosphere not to be found in the ordinary 
book of travel. 

What child can read “Juan and Juanita,” 
and “The Basket Woman,” and not re- 


H istory, Biography, and Travel 205 

ceive a vivid impression of the deserts, 
canons, and plains of the Southwest; the 
reader of “Nelly’s Silver Mine” wanders 
through a verdant Colorado valley over¬ 
looked by snow-capped mountains; “Heidi,” 
“ Donkey John,” and “ Moni the Goat Boy ” 
work, play, and gather flowers on the Alps, 
whose mountain wonders are impressed on 
the little reader; “Norseland Heroes” do 
brave deeds in the frozen Northland; “ Lis- 
beth Longfrock” takes the reader to climb 
Norwegian mountains; “The Young Ice 
Whalers ” live among the natives of the Arc¬ 
tic regions; “The Boy Settlers” and “Chil- 
howee Boys ” experience the dangers of travel 
in the early days of settlers and Indians; and 
“ What Happened to Barbara ” was a suc¬ 
cession of travels and adventures in the days 
of land travel by coach; while the boy “ With 
the Indians in the Rockies” voyages up the 
Missouri in early trading days, and endures 
the dangers of winter camping in the Rocky 
Mountains. All these delightful books are 
listed, together with brief descriptions, in the 
fiction lists of this volume. 


20 6 The Children’s Reading 

The lists appended to this chapter con¬ 
tain some excellent books, interesting and 
lively, as well as books for study and refer¬ 
ence, and a few volumes useful only be¬ 
cause at present there are no better ones on 
the subject. A glance at these lists will 
show how unbalanced they are, and how 
certain desirable subjects are not covered at 
all; this is especially true of biography. 
The appended lists close with a brief selec¬ 
tion of books on the history of art, music, 
and literature. Selected volumes from sev¬ 
eral excellent modern series are listed. De¬ 
scriptive catalogues of the full series may 
be obtained from the publishers. As brief 
characterizations of these series may be use¬ 
ful, they are given here. 

“ The Children’s Heroes Series” consists 
of a number of very pretty volumes, each 
of which narrates the life of some well- 
known hero of history. The volumes vary 
in treatment, some being simple, vigorous, 
and manly, while others are sentimental. 
The best of the series are listed here. All 
the volumes are pocket-size, printed in good, 


History, Biography, and Travel 207 

clear type, illustrated in color, and have 
bright picture covers. They please children 
between eight and ten years of age, and may 
be enjoyed by older boys and girls. 

The “Life Stories for Young People” 
are translated from the German by G. P. 
Upton. The series consists of thirty-six vol¬ 
umes, covering a wide range of legend and 
history, treated romantically and biographi¬ 
cally. The present writer is not acquainted 
with all the volumes, but those she has read 
present, with one or two exceptions, a uni¬ 
formly high standard of excellence. Each 
volume is printed in large, clear type, and 
bound in unattractive, but neat, plain green 
covers. These “ life stories ” will be enjoyed 
by children from ten to fourteen years of age. 

There are four interesting travel series in¬ 
tended for the popular reading of children 
under twelve years of age. First among 
these is “The Little Cousin Series,” which 
consists of forty volumes by many authors. 
Each book contains an adventure story about 
little children of other countries. The home 
life of the “ little cousins ” is described, also 


208 The Children’s Reading 

the dress and customs of the various peoples. 
Among the countries covered are Africa, 
Alaska, Armenia, Brazil, Egypt, Hawaii, 
Panama, and Turkey. The volumes are 
printed in good type, and bound in yellow 
picture covers. The stories are enjoyed by 
children eight to ten years of age. 

A series for slightly older children is 
“ Peeps at Many Lands.” Thirty-eight vol¬ 
umes make up this series, each of which 
describes a different country. The binding 
is bright, and the colored illustrations un¬ 
usually attractive. Companion series to this 
is “ Peeps at Great Cities.” 

The “Little People Everywhere Series” 
follows the plan of “The Little Cousin 
Series.” Each volume tells the story of a 
child of another country. There are twelve 
volumes, printed in good type, and illus¬ 
trated. In form and cover they resemble the 
“ Peeps at Many Lands.” 


History, Biography, and Travel 209 


BOOKS OF HISTORY, BIOGRAPHY, 
DESCRIPTION, AND TRAVEL 

(For editions, publishers, and prices, see Purchase List 
of Children’s Books, page 302.) 

Africa . 

My Apingi Kingdom. (Du Chaillu.) 

Also, “Country of the Dwarfs,” “In African 
Forest and Jungle,” “ Lost in the Jungle,” and 
“Stories of the Gorilla Country.” 

Peeps at Many Lands, South Africa. (Kidd.) 

Romance of Savage Life. (Elliot.) 

Relates with most delightful humor and sympathy 
the home life, play, and work of the savage. For 
older children. 

Story of David Livingstone. (Golding.) 

His courage and lofty spirit are emphasized, and his 
efforts to break the slave-trade are described. ‘‘ Child¬ 
ren^ Heroes Series.” 

American Indian . 

American Indians. (Starr.) 

Of sun-dances, totem-poles, cliff-dwellings, Indian 
dress, weapons, and ceremonials of many tribes. 

Famous Indian Chiefs I have Known. (How¬ 
ard). 

Experiences of an officer of the United States Army. 


2io The Children’s Reading 


Indian Boyhood. (Eastman.) 

The author, a Sioux, tells of his own boyhood ; of 
legends, games, dances, feasts, and story-telling. 
For older children. 

Ancient Countries. 

Lives. (Plutarch.) 

Translation called Dryden’s, revised by Clough. A 
rendition for children is “ Our Young Folks’ Plu¬ 
tarch,” by Kaufman. 

Pictures from Greek Life and Story. (Church.) 

Also, ” Pictures from Roman Life and Story.” 
Both volumes are for older children. 

Stories of the East, from Herodotus. (Church.) 

Of Croesus, Cyrus, Darius, and others. 

Story of the Greek People. (Tappan.) 

Illustrated with reproductions of Greek statuary, 
architecture, vase-paintings, and coins. 

Story of the Roman People. (Tappan.) 

From legendary times to the capture of Constanti¬ 
nople. Illustrated with many reproductions of statu¬ 
ary and paintings. 

British Empire . 

An Island Story. (Marshall.) 

A child’s history of England. The biographical side 
is emphasized, and the treatment is romantic. Large 
volume with colored pictures. Its companion vol¬ 
ume, ** An Empire Story,” traces the development 
of the British colonies. Uniform with these is 
“ Scotland’s Story.” These three volumes are most 
attractive in make-up and treatment. Gift-books. 


History, Biography, and Travel 211 

Betty in Canada. (McDonald and Dalrymple.) 

“ Little People Everywhere Series.’’ Also, “ Peeps 
at Many Lands, Canada,” by Bealby. 

Cambridge Historical Readers. 

History of England in five volumes. Excellent, 
readable, and fully illustrated. Graded for school 
use. Text-book covers. 

Children’s Book of Edinburgh. (Grierson.) 
Including tales of long ago, stories of Mary Queen 
of Scots, and descriptions of modern Edinburgh and 
its sights. Illustrated in color. 

Children’s Book of London. (Mitton.) 

Includes historical tales, and descriptions of the 
Tower, Westminster Abbey, and other sights. Col¬ 
ored illustrations. 

In the Days of Alfred the Great. (Tappan.) 

Story biography. Also, “ In the Days of William 
the Conqueror,” “In the Days of Queen Eliza¬ 
beth,” and “In the Days of Queen Victoria.” 

Ireland’s Story. (Johnston and Spencer.) 

Legendary and historical record of Ireland. Text¬ 
book in treatment, but interesting. 

Kathleen in Ireland. (McDonald and Dal¬ 
rymple.) 

“Little People Everywhere Series.” Also “ Peeps 
at Many Lands, Ireland,” by Tynan. 

Our Little Hindu Cousin. (McManus.) 

“The Little Cousin Series.” Also, “Peeps at 
Many Lands, India,” by Finnemore. 


212 The Children’s Reading 


Peeps at Many Lands, England. (Finnemore.) 
Peeps at Many Lands, New Zealand. (Vaile/ 

Story of Captain Cook. (Lang.) 

“ Children’s Heroes Series.” Other excellent vol¬ 
umes of this series are : “ Chalmers,” by Kelman ; 
“ Lord Nelson,” by Sellar ; “ Sir Francis Drake,” 
by Elton; “ Sir Walter Raleigh,” by Kelley. 

Tales of a Grandfather. (Scott.) 

Scottish history from Roman rule in England to the 
reign of George IV. 

Young Americans in the British Isles. (Tom¬ 
linson.) 

Travels through England, Ireland, Scotland, and 
Wales. 

China , Japan , and the Far East. 

China’s Story. (Griffis.) 

“In myth, legend, art, and annals.” A less ex¬ 
pensive volume for younger children is “ Story of 
China,” by Van Bergen. 

Chinese Boy and Girl. (Headland.) 

Games, plays, and folk-tales of Chinese children. 
Another volume by the same author is “ Our Little 
Chinese Cousin.” 

In Eastern Wonderlands. (Gibson.) 

Travel in Japan, China, Ceylon, India, Egypt, 
and other lands. 

Japan. (Griffis.) 

“Its history, folk-lore, and art.” A less expensive 


History, Biography, and Travel 213 

volume for younger children is “Story of Japan,” 
by Van Bergen. 

Peeps at Many Lands, Burma. (Kelly.) 

Peeps at Many Lands, Ceylon. (Clark.) 

Peeps at Many Lands, Japan. (Finnemore.) 

Two Years in the Jungle. (Hornaday.) 

Adventures of a naturalist in India, Ceylon, the 
Malay Peninsula, and Borneo. For young people 
and adults. 

France . 

Maid of Orleans. (Henning.) 

** Life Stories for Young People Series.” Romantic 
story of Joan of Arc, of her visions, exploits, and 
martyrdom. 

Marie Antoinette. (Abbott.) 

Also, “Madame Roland.” 

Napoleon, the Little Corsican. (Hathaway.) 

A short life. Emphasizes Napoleon’s devotion to 
his family and his perseverance. Another short life, 
emphasizing his military career, is Marshall’s “ Story 
of Napoleon Bonaparte,” belonging to the “Child¬ 
ren’s Heroes Series.” 

Story of France. (Macgregor.) 

Romantic and picturesque history, from the Druids 
to the Franco-Prussian War. Uniform with Mar¬ 
shall’s “An Island Story.” A cheap but excellent 
text-book volume of French history is Dutton’s 
“ Little Stories of France.” Dalkeith’s “Stories 
from French History” contains short picturesque 
biographies of Clothilde and Clovis, Charlemagne, 


214 The Children’s Reading 

St. Louis, Joan of Arc, the Huguenots, Marie 
Antoinette, and Napoleon. 

Germany . 

Little Stories of Germany. (Dutton.) 

Simply told biographical tales about Charles the 
Great, Barbarossa, Peter the Hermit, Diirer, Gu¬ 
tenberg, and other well-known people who helped 
to make German history. Text-book cover. 

Peeps at Great Cities, Berlin. (Siepen.) 

Peeps at Many Lands, Germany. (Sidgwick.) 

Also, “Our Little German Cousin,” by Wade. 

The Youth of the Great Elector. (Schmidt.) 

“Life Stories for Young People Series.’* Interest¬ 
ing, vivid story of the boyhood of Frederick Wil¬ 
liam. Describes the conditions of the time, and tells 
of Wallenstein, Tilly, and Gustavus Adolphus. 

Holland. 

Peeps at Many Lands, Holland. (Jungman.) 

Also, Dodge’s “Land of Pluck,” and “ Our Lit¬ 
tle Dutch Cousin,” by McManus. 

Siege of Leyden. (Motley.) 

Condensed from “ Rise of the Dutch Republic.” 
Edited by Griffis. 

William of Orange. (Schupp.) 

“ Life Stories for Young People Series.” Short, 
picturesque story of the great Netherland patriot. 

Young People’s History of Holland. (Griffis.) 
The origin of the cities, the crusades, feudalism. 


History, Biography, and Travel 215 

the eighty years’ war for freedom, and life under 
the old republic and the modern kingdom. 

Italy . 

Queen Maria Sophia of Naples. (Kiichler.) 

“Life Stories for Young People Series.” Tells of 
the exiled queen, of Cavour, King Victor Emanuel, 
and Garibaldi. 

Peeps at Great Cities, Rome. (Genn.) 

Peeps at Many Lands, Italy. (Finnemore.) 
Short History of Italy. (Kirkland.) 

From the Roman Empire to 1878. 

When I was a Girl in Italy. (Ambrosi.) 

Marrietta Ambrosi tells of her home-life, play¬ 
mates, games, and work. 

Mexico. 

Manuel in Mexico. (McDonald and Dal- 
rymple.) 

“Little People Everywhere Series.” Also, “Our 
Little Mexican Cousin,” by Butler. 

Roy and Ray in Mexico. (Plummer.) 

Imparts many facts about the manners, customs, and 
history of Mexico. Useful as a child’s travel guide. 
Attractive cover. 

Norway , Sweden , and Denmark . 

Gerda in Sweden. (McDonald and Dalrymple.) 
“Little People Everywhere Series.” 

Our Little Swedish Cousin. (Coburn.) 

“The Little Cousin Series.” 


216 The Children’s Reading 


Peeps at Many Lands, Denmark. (Thomson.) 

Peeps at Many Lands, Norway. (Mockler- 
Ferryman.) 

Also “Our Little Norwegian Cousin,” by Wade. 

Stories of the Vikings. (Macgregor.) 

Short chapters, each describing some side of viking 
life, — vikings in England, at home, in battle; their 
beliefs, customs, sea fights, and ships; contains, 
also, short biographical sketches of Harald Fairhair, 
King Hacon, Olaf Tryggvason, and other vikings. 

Russia and Siberia . 

Peeps at Many Lands, Russia. (Walter.) 

Also, “ Our Little Russian Cousin,” by Wade. 

Peter the Great. (Abbott.) 

Old-fashioned history, telling among other things of 
the revolt of Mazeppa, the invasion of Sweden, and 
the building of St. Petersburg. 

Tent Life in Siberia. (Kennan.) 

Two years’ adventures in Siberia and Kamchatka. 
For young people and adults. 

Young Folks* History of Russia. (Dole.) 

For older children. A shorter and less expensive 
volume is “ Story of Russia,” by Van Bergen. 

United States of America. 

American Hero Stories. (Tappan.) 

Brief stories for younger children. Some of the 
heroes are Columbus, Drake, William Penn, Wash¬ 
ington, “Mad Anthony,” John Paul Jones, and 
David Crockett. 


History, Biography, and Travel 217 

Boy Life on the Prairie. (Garland.) 

Tells not only of boy work and fun, but of the 
natural beauties of the unbroken prairies of Iowa. 

Boys’ Life of Abraham Lincoln. (Nicolay, 
Helen.) 

Based on the standard life of Lincoln by Nicolay 
and Hay. A volume for younger children is “True 
Story of Abraham Lincoln,” by E. S. Brooks. 

Boys’ Life of General Grant. (Knox.) 

A volume for younger children is “True Story of 
U. S. Grant,” by E. S. Brooks. 

Daughters of the Revolution. (Coffin.) 

Also, “ Boys of ’76,” “ Boys of *6i,” and “ My 
Days and Nights on the Battle-Field.” 

Famous Adventures and Prison Escapes of the 
Civil War. 

Romantic and exciting stories collected from the 
“Century Magazine.” 

George Washington. (Scudder.) 

The standard life for older children. A volume for 
younger ones is “True Story of George Washing¬ 
ton,” by E. S. Brooks. 

Grandfather’s Chair. (Hawthorne.) 

Stories from New England history. 

Great Locomotive Chase. (Pittenger.) 

Of a raid on a Georgia railroad, during the Civil War. 

Heroes of the Navy in America. (Morris.) 

Twenty-eight naval heroes from the time of the 
Revolution. Patriotic and dramatic in treatment. 


2i8 The Children’s Reading 


History of the United States. (Eggleston.) 

Also, War of Independence,” by Fiske. 

Oregon Trail. (Parkman.) 

The author’s wanderings in 1846, and his adven¬ 
tures with Sioux Indians. Illustrated by Reming¬ 
ton. 

Ranch Life and the Hunting-Trail. (Roose¬ 
velt.) 

Cowboy life. Illustrated by Remington. 
Recollections of a Drummer-Boy. (Kieffer.) 

Interesting experiences of a drummer-boy in the 
Union Army. 

Some Strange Corners of our Country. (Lum- 
mis.) 

Of the Grand Caflon of the Colorado, the petri¬ 
fied forests of Arizona, Montezuma’s Well, and of 
the manners and customs of Indians in the South¬ 
west. 

Source Readers. (Hart.) 

Four volumes of American history, graded, and 
consisting of selections from many sources. Read¬ 
able, but text-book in appearance. 

Story of Columbus. (Seelye.) 

A volume for younger children is “True Story of 
Columbus,” by E. S. Brooks. 

T hree Years behind the Guns. (L. G. T.) 

True record of a boy-sailor in the United States 
Navy. Tells of his visits to foreign ports, of Admiral 
Dewey, and the battle of Manila Bay. 


History, Biography, and Travel 219 

Miscellaneous. 

Biographical Stories. (Hawthorne.) 

Short sketches of Cromwell, Franklin, Newton, 
Samuel Johnson, Queen Christina, and Benjamin 
West. For older children. 

Book of Golden Deeds. (Yonge.) 

True tales of heroic self-sacrifice. For older children. 

Boys’ Book of Explorations. (Jenks.) 

Hero travel in Africa, Asia, and Australia. Con¬ 
tains maps and illustrations. 

Boy’s Froissart. (Lanier.) 

Edited from Froissart’s ** Chronicles.” A standard 
work for older children, but unfortunately not at¬ 
tractive in type and cover. A good, cheap edition 
of the “ Chronicles ” is published in “ Everyman’s 
Library.” 

Captains of Industry. (Parton.) 

Two volumes, first and second series. Contain short, 
interesting sketches of <( men of business who did 
something besides making money,” including mer¬ 
chants, manufacturers, inventors, journalists, and 
others. For young people and adults. 

Children of the Cold. (Schwatka.) 

How Eskimo boys and girls live, work, and play. 

European Hero Stories. (Tappan.) 

Tells, among other things, of the barbaric invasions, 
the forming of the German nations, and life, pro¬ 
gress, and discovery in the Middle Ages. A cheaper 
volume, with text-book cover, is ** Famous Men of 
the Middle Ages,” by Haaren and Poland. 


1220 The Children’s Reading 


Heroines Every Child Should Know. (Mabie.) 

Collection of short stories, including a few tales from 
the classics, and a number of biographical sketches of 
such women as Joan of Arc, Catherine Douglas, 
Lady Jane Grey, Flora Macdonald, and Madame 
Roland. 

Historic Boys. (Brooks, E. S.) 

Story lives of the boyhoods of such men as Brian of 
Munster, Olaf of Norway, William of Normandy, 
and Harry of Monmouth. Companion volume to 
this is “Historic Girls.’’ 

Lives of Poor Boys who became Famous. 
(Bolton.) 

Also, “Lives of Girls who became Famous.” 

Red Book of Heroes. (Lang, Mrs. Andrew.) 

Twelve tales of the brave deeds and acts of mercy 
of such heroes as Florence Nightingale, John How¬ 
ard, and Father Damien. Companion volume to 
this is ‘‘Book of Princes and Princesses,” which 
contains interesting and picturesque boyhood and 
girlhood lives of famous historic people. 

Seven Little Sisters. (Andrews.) 

Seven tales of seven little children, each of whom 
represents a different race. Also, “Ten Boys,” a 
volume of short stories telling of little boys, also 
representatives of ten peoples. Popular with younger 
children. 

Story of Marco Polo. (Brooks, Noah.) 

Tales of the three Polos who entered the service of 
Kublai Khan. 


History, Biography, and Travel 221 

Strange Peoples. (Starr.) 

Of Indians, Mexicans, Finns, Lapps, Turks, Pyg¬ 
mies, and other strange peoples. 

Thirty More Famous Stories Retold. (Baldwin.) 

Includes, among other things, the stories of Colum¬ 
bus and the egg, Galileo and the lamps, and the 
man in the iron mask. Also, “ American Book of 
Golden Deeds/’ containing stories of heroism. 

True Story Book. (Lang, Andrew.) 

Also, “ Red True Story Book.” Two volumes of 
adventures and achievements, exploits and escapes 
of historic people. 

Two Years before the Mast. (Dana.) 

For young people and adults. There are two fine 
editions of this classic, one illustrated in color by E. 
Boyd Smith, and the other with colored illustra¬ 
tions by Pears. 

Books on the History of Art , Music , and Literature 

Child’s English Literature. (Marshall.) 

The romantic side of English literature is empha¬ 
sized, and short sketches of the lives and personal¬ 
ities of many authors are given, together with brief 
quotations from their works. The volume is large, 
uniform with “An Island Story,” and illustrated 
in color. A less expensive volume is “ Short History 
of English Literature for Young People,” by Kirk¬ 
land. 

Lewis Carroll. (Moses.) 

Also, “Louisa May Alcott.” 


222 The Children’s Reading 


Riverside Art Series. (Hurll.) 

Twelve volumes, each devoted to one artist and his 
work, and illustrated with fine reproductions of 
painting or sculpture. A series for younger children 
is Keysor’s “Great Artists,” in five volumes. The 
volumes of both the above series may be purchased 
separately. 

Shakespeare, the Boy. (Rolfe.) 

Tells of Stratford, of the home and school life, of 
the games, fairs, and holiday festivals of his day. 

Stories of Art and Artists. (Clement.) 

Handsome gift-book. Contains many fine repro¬ 
ductions of famous sculpture and paintings, together 
with accounts of the artists. Originally published in 
“St. Nicholas Magazine.” 

Young People’s Story of Art. (Whitcomb.) 

Pleasant reading, full of anecdote, and illustrated 
with pictures. 


CHAPTER XIII 


USEFUL BOOKS 

. tongues in trees , books in the running brooks , 
Sermons in stones , and good in every thing." 

Shakespeare. 

E VERY active child is eager to make 
and do things, to act and to construct; 
and he is curious to know what makes ma¬ 
chinery go, how flowers grow, what causes 
rain, dew, and wind, and how animals and 
birds live. The educational possibilities of¬ 
fered through the utilization of these in¬ 
stincts is immeasurable. Fortunate is the 
child who has a good instructor, but where 
there is none a practical book may be made 
to take a teacher’s place if the would-be 
pupil knows how to extract its knowledge 
and to apply its principles to field or shop 
work. Parents may, by the gifts of useful 
books suited to the tastes and ages of in¬ 
dividual children, accustom their boys to 
scientific observation and construction, and 


1224 The Children’s Reading 

their girls to acquiring a knowledge of the 
best methods of housekeeping and home- 
making. 

The value of practical books as substitutes 
for teachers is continually demonstrated in 
the public libraries. Within the present 
writer’s knowledge many men and boys 
have, through the use of library books, 
fitted themselves for careers or for promo¬ 
tion in their own lines. By following printed 
directions boys make model aeroplanes, 
miniature engines, and electric and other 
toys, and alt this without adult supervision. 

We have ample proof that boyish ex¬ 
periments and manual work may be fore¬ 
runners of future serious and fruitful labors. 
Faraday, Nasmyth, Watt, Stephenson, Bes¬ 
semer, Hugh Miller, Audubon, and many 
other great scientists and inventors began in 
boyhood to observe and experiment, and to 
make models. Of Sir Isaac Newton, his bi¬ 
ographer Brewster writes that when a lad he 
“ exhibited a taste for mechanical inventions. 
With the aid of little saws, hammers, hatch¬ 
ets, and tools of all sorts, he was constantly 


Useful Books 225 

occupied during his play-hours in the con¬ 
struction of models of known machines and 
amusing contrivances/’ Among these were 
a water-clock, a windmill, a mechanical car¬ 
riage, and sun-dials. He also observed the 
apparent daily motions of the sun. Newton 
himself states that he began his scientific ex¬ 
periments when he was fifteen years old. 

It is impossible for a parent to forecast 
to what extent a boy’s bent towards me¬ 
chanics or experiment may be prompted by 
special ability, or by his natural desire to 
make things, since ability and taste cannot 
be forced, but develop by means of natural 
selection. For this reason a parent should 
provide any mechanically or scientifically 
inclined boy — or girl either—with books, 
tools, or instruments which will encourage 
him to spend his spare time in concentrated, 
serious work, and then leave his ability, if 
he has any, to manifest itself. 

There is no end to the enjoyment or 
wholesome activity a boy may derive from 
a set of tools; while a practical book for a 
guide, and a corner, or workshop, where he 


226 The Children's Reading 

may experiment undisturbed,—and to which 
he may freely invite his comrades, — will 
prove incentives that will keep a lad at 
home, and give him opportunity to exer¬ 
cise his inventive faculties. He will at the 
same time gain a control of hand, a trueness 
of eye, and an accuracy of execution that 
will stand him in good stead all his life, 
whether or not he enters a trade, or an en¬ 
gineering or scientific profession. 

Books on camping and athletics and field 
manuals for the young collector are the best 
of vacation companions; and nature essays 
and fiction draw a boy to observe and under¬ 
stand nature, and to appreciate her beauties 
and wonders. Books on dramatics, games, 
magic, and other entertainments help to fill 
the long vacation days and to while away 
rainy home-hours with pleasant diversions 
that keep children out of mischief and de¬ 
velop their ingenuity and powers of expres¬ 
sion. 

Girls, as a rule, are not interested in 
books on mechanics or applied science. 
The volumes that are peculiarly a girl’s own 


Useful Books 227 

are those that teach her how to make gar¬ 
ments and pretty useful things for the house, 
and also how to entertain her friends, and 
to keep house and to cook according to 
scientific methods. 

Books of games and dramatics and field 
manuals for nature study are also popular 
with girls, who should be encouraged in every 
way possible to make collections of natural 
objects, and to observe the habits of birds 
and the movements of the stars. A field ex¬ 
cursion or a tramp in the woods or park 
brings not only health to the nature-lover, 
but delightful knowledge. A field book on 
wild flowers, or on minerals, birds, animals, 
or stars, a microscope or hand-telescope, field 
or opera glass, may make these trips fascin¬ 
ating as well as instructive. 

There are so many really good books on 
electricity, mechanics, nature study, or other 
subjects that it is difficult to make a small 
selection of suitable and varied books for 
such necessarily short lists as are appended 
here. In making the choice, however, some 
general principles are followed. The vol- 


228 The Children’s Reading 

umes are by experts and reasonably up to 
date. Books are included that are suitable 
for little children as well as for older boys 
and girls. Books of occupations are listed 
for the use of mothers during rainy days or 
in vacation time. Boys’ books for shop or 
field work are mainly manuals and handy 
books giving information in direct, simple 
language, and illustrated with diagrams and 
drawings; boys prefer such to fiction telling 
how certain boys made or did things. Little 
children and girls, however, like knowledge 
wrapped in a sugar-coating of fiction, so 
there are included here instructive stories 
telling how girls cook, sew, or keep house 
for their families. 

The list for the nature-lover offers a va¬ 
riety of subjects and treatment. It contains 
field manuals and instructive books for 
children old or young, and also essays of 
high literary merit showing the wonders and 
beauties of nature; these last are for young 
people and adults. The list closes with vol¬ 
umes of fiction and anecdote, chiefly about 
birds and animals. Nature fiction is not al- 


Useful Books 229 

ways strictly scientific in its deductions, and 
sometimes it misleads by attributing human 
characteristics to animals who do not pos¬ 
sess them; but the aim of such fiction is to 
throw the reader into closer sympathy with 
nature and to arouse compassion for ill- 
treated animals and birds. This romantic 
and imaginative nature fiction has its place 
in arousing interest in nature when the 
coldly scientific book fails. And once the 
children’s interest is awakened they may be 
led to read the higher type of nature book 
as well as to observe nature for themselves. 

Just here may be said a word for a science 
which is usually neglected, but which is 
peculiarly adapted to children — astronomy. 
It expands the imagination, it appeals to the 
reverent, awe-loving side of child nature, it 
uplifts the soul and mind and brings them 
into the presence, as it were, of God Him¬ 
self, who binds “the sweet influences of the 
Pleiades,” and looses “ the bands of Orion ”; 
for “ the heaven, even the heavens, are the 
Lord’s,” says the Psalmist, “ but the earth 
He hath given to the children of men.” If 


230 The Children's Reading 

the reader doubts the appeal of astronomy 
to children, let him take a child star-gazing 
on some clear night, — apart from the re¬ 
flected, blinding light of the city. Let him 
give a child his first view of the fathomless 
black heavens, spangled with burning stars. 
Let him observe the effect of that awful 
beauty upon the child’s imagination, and he 
cannot fail to be convinced of the spiritually 
enlarging, uplifting effect of the study of 
the stars and of the mysterious laws guiding 
the heavenly bodies. 

As one reads the lives of the great as¬ 
tronomers one is deeply impressed by the 
reverence or spirituality with which they 
approached their work, and by the fact that 
they were lovers of flowers, poetry, and 
music. In significant contrast to this is the 
spiritual depression of Darwin, which caused 
him to write, “ Now for many years I cannot 
endure to read a line of poetry. I have tried 
lately to read Shakespeare, and found it so 
intolerably dull that it nauseates me. I 
have almost lost my taste for pictures and 
music.” 


Useful Books 231 

Newton, we know, was devoutly religious, 
and of Kepler it is said, “ The magnificence 
and harmony of the Divine works excited 
in him not only admiration, but love. He 
felt his own humility the farther he was al¬ 
lowed to penetrate into the mysteries of the 
universe; and sensible of the incompetency 
of his unaided powers for such transcendant 
researches, and recognizing himself as but 
the instrument which the Almighty em¬ 
ployed to make known his wonders, he 
never entered upon his inquiries without 
praying for assistance from above. This 
frame of mind was by no means inconsistent 
with that high spirit of delight and triumph 
with which Kepler surveyed his discoveries.” 
And though Sir William Herschel was re¬ 
ticent in religious discussion, the attitude of 
his research was reverent. “It is certainly,” 
he said, “a very laudable thing to receive 
instruction from the great Workmaster of 
nature, and for that reason all experimental 
philosophy is instituted.” 

Before closing this chapter it is interesting 
to note here the recurrence of the arguments 


232 The Children’s Reading 

used by Tyndall to prove the exceeding 
great usefulness of the constructive imagin¬ 
ation in scientific research and invention. 
“ Kepler has fortunately left behind him a 
full account of the methods by which he 
arrived at his great discoveries,” writes his 
biographer Brewster. “ When Kepler di¬ 
rected his mind to the discovery of a general 
principle he set distinctly before him, and 
never once lost sight of, the explicit object 
of his search. His imagination, now un¬ 
reined, indulged itself in the creation and in¬ 
vention of various hypotheses. The most 
plausible, or perhaps the most fascinating, of 
these was then submitted to a rigorous scru¬ 
tiny, and the moment it was found to be in¬ 
compatible with the results of observation 
and experiment, it was willingly abandoned. 
. . . In the trials to which his opinions were 
submitted, and in the observations or experi¬ 
ments which they called forth, he discovered 
new facts and arrived at new views which 
directed his subsequent inquiries . . . and 
discovered those beautiful and profound laws 
which have been the admiration of succeed- 


Useful Books 


233 

ing ages.” Kepler’s “ imagination as well as 
his reasoning faculties always worked to¬ 
gether,” writes Sir Robert Ball. “ He was 
incessantly prompted by the most extra¬ 
ordinary speculations. The great majority 
of them were in a high degree wild and 
chimerical, but every now and then one of 
his fancies struck right to the heart of nature, 
and an immortal truth was brought to light.” 

In interesting contrast to Kepler’s method 
of work is that of Sir William Herschel, 
whose reason kept strict check on fancy. 
His was a controlled yet utilized imagin¬ 
ation, the action of which was perhaps 
more coldly scientific than that of Kepler, 
but not so impelled by the intuition of 
genius. “We ought,” he wrote, “to avoid 
two opposite extremes. If we indulge a 
fanciful imagination, and build worlds of 
our own, we must not wonder at our going 
wide from the path of truth and nature. On 
the other hand if we add observation to ob¬ 
servation without attempting to draw not 
only conclusions, but also conjectural views 
from them, we offend against the very end 


234 The Children’s Reading 

for which only observations ought to be 
made.” 

All of which arguments help to prove the 
practical value of an active, well-balanced 
imagination, and also to show that imagina¬ 
tion may be cultivated not merely through 
the reading of classic literature, as shown in 
the preceding chapters, but also through the 
use of those practical books which preserve 
for us the records of the knowledge and ex¬ 
periments of scientific men. 

USEFUL BOOKS FOR BOYS AND GIRLS 

(For other useful books, see Easy Reading, page 62. 
For editions, publishers, and prices, see Purchase List 
of Children's Books, page 302.) 

Occupations for Little Children 

Lady Hollyhock. (Walker.) 

Also, “ Tales Come True.” Both volumes tell 
how to make dolls out of flowers and vegetables. 
Colored pictures and simple text. 

Little Folks’ Handy Book. (Beard, L. and A. B.) 

Describing many pleasant occupations. Another 
useful book is “ Rainy Day Diversions,” by Wells. 

Stick-and-Pea Plays. (Pratt.) 

Doll’s furniture and other playthings made out of 
sticks and dried peas. 


Useful Books 235 

Household Arts 

A Little Cookbook for a Little Girl. (Burrell.) 

Receipts for older girls. An attractive cookbook 
for younger children is “ When Mother Lets Us 
Cook,” by Johnson. A popular, old-fashioned vol¬ 
ume is Kirkland’s t( Six Little Cooks.” 

American Girl’s Handy Book. (Beard, L. and 
A. B.) 

Miscellaneous information telling howto make gifts, 
to entertain friends, to do needlework, painting, 
modeling, and to play games. Another excellent 
handy book is Paret’s ff Harper’s Handy Book for 
Girls,” which gives instructions for beautifying a 
girl’s room, and for making artistic and useful things 
for the house, including metal-work, leather-work, 
tapestry, beadwork, and Easter and Christmas gifts. 

Home Candy-Making. (Rorer.) 

Contains rules for making candy, sugar-boiling, col¬ 
oring, flavoring ; together with receipts for home¬ 
made candy. 

Household Sewing. (Banner.) 

Directions for home dressmaking. A book for 
younger children is “ When Mother Lets Us Sew,” 
by Ralston. 

How to do Beadwork. (White.) 

Chains, moccasins, purses, bags, and other articles. 

How to Dress a Doll. (Morgan.) 

Patterns of underwear, also of a house dress, a party 
dress, and other garments; together with directions 
for making. 


236 The Children's Reading 

How to Make Baskets. (White.) 

Also, “ More Baskets and How to Make Them.’* 

Saturday Mornings. (Burrell.) 

How Margaret learned to keep house; practical and 
interesting. A pleasing, old-fashioned story on 
the same subject is “Dora’s Housekeeping,” by 
Kirkland. 

Things for Boys to Make and Do 

American Boys’ Handy Book. (Beard, D. C.) 

Miscellaneous information on how to make all sorts 
of things for use or sport, including kites, fishing- 
tackle, blow-guns, magic lanterns, paper fireworks, 
and theatrical costumes. 

Box Furniture. (Brigham.) 

How to make one hundred simple and artistic 
pieces of furniture. 

Boys’ Book of Model Aeroplanes. (Collins.) 

How to build and fly aeroplane models, together 
with an account of the evolution of the flying-ma¬ 
chine. Its companion volume, “ Second Boys* 
Book of Model Aeroplanes,” discusses model aero¬ 
planes of 1911, and model aeroplane tournaments 
and contests. 

Electric Toy-Making. (Sloane.) 

Including batteries, magnets, motors, and dynamos, 
and such articles as a “ tomato can battery,” electric 
bells, and incandescent lamps. 

Harper’s Electricity Book for Boys. (Adams.) 
Directions for making all sorts of electrical apparatus. 


Useful Books 237 

including home-made batteries, switches, insulators, 
and coils. 

Harper’s Machinery Book for Boys. (Adams.) 

Explains tools, and their uses, and shows how a boy 
may make machinery for automobiles, and motor- 
boats, and how he may work in wood, stone and 
concrete, and forge metal castings. 

Photography for Young People. (Jenks.) 

Manipulation of cameras, action of light, and photo¬ 
graphic processes. 

Wonderland of Stamps. (Burroughs.) 

A story in which are explained the meanings of 
postage-stamp designs. For the young collector. 
Fully illustrated. 

Woodworking for Beginners. (Wheeler.) 

A book for older boys. Tells how to make furniture, 
toys, and houses for animals, and gives instructions for 
elementary house-building and boat construction. 

Outdoor Life and Athletics 

Boat-Building and Boating. (Beard, D. C.) 

A handy book for beginners. Illustrated. A more 
comprehensive volume is “ Harper’s Boating Book 
for Boys,” by Davis. 

Book of Foot-Ball. (Camp.) 

For spectator and player. 

Field and Forest Handy Book. (Beard, D. C.) 

A vacation book. Arranged by seasons. Gives sug¬ 
gestions for camp outfits, and tells how to make all 
sorts of things for outdoor use and pleasure. 


238 The Children’s Reading 

Harper's Outdoor Book for Boys. (Adams, and 
others.) 

How to build and construct windmills, aeroplanes, 
aquariums, ice-boats, skees, tree-huts, and other 
things. Gives also detailed account of outdoor 
sports and of camping. 

Official Handbook. (Boy Scouts of America.) 

Gives by-laws, and treats among other things of 
scoutcraft, woodcraft, campcraft, health and en¬ 
durance, chivalry, patriotism, and good citizenship. 
Fine reading for any boy, even if he is not a scout 
member. 

Reading-List for the Boy Scouts of America. 
(Rush.) 

An invaluable pocket reading-list on animals and 
their tracks, athletics, birds, insects, camping-out, 
chivalry and patriotism, first aid to the injured, 
scoutcraft, signalling, woodcraft, and other kindred 
subjects. Useful to any boy whether scout member 
or not. Inexpensive. 

Swimming. (Brewster.) 

Practical instructions for swimming, floating, diving 
and bathtub practice, together with a chapter on 
teaching children to swim. Another good volume on 
the same subject is Dalton’s “How to Swim.” 

Gardening and Home Pets 

Fresh Water Aquarium and its Inhabitants. 
(Eggeling and Ehrenberg.) 

Directions for stocking aquarium and care of speci¬ 
mens. 


Useful Books 239 

Garden Book for Young People. (Lounsberry.) 

A story in which some young people earn money 
by means of their garden. Tells how to prepare 
soil, plant seeds, transplant, combat insects, and 
cultivate the flowers. Illustrated. 

Little Gardens for Boys and Girls. (Higgins.) 

Well written, simple, and attractive. For younger 
children. Gives directions for making flower-beds, for 
planting seeds, and for the care of flowers. Illustrated 
with diagrams and photographs. A cheaper volume is 
Duncan’s “When Mother Lets Us Garden.” 

Our Home Pets. (Miller, O. T.) 

Birds, dogs, cats, monkeys, and other pets; and 
how to keep them well and happy. A good book 
for younger children is “When Mother Lets Us 
Keep Pets,” by Johnson. 

Games , Magic , and Parties 

Book of Children’s Parties. (White.) 

Directions for celebrating birthdays, holidays, and 
school days. Contains suggestions for properties, 
gifts, and favors. Another good and less expensive 
book on the same subject is “When Mother Lets 
Us Give a Party,” by Yale. 

Conundrums. (Cutter.) 

Over one thousand conundrums, riddles, puzzles, 
and games. Inexpensive. A book of clever charades 
is “ A Century of Charades,” by Bellamy. 

Magic. (Hopkins.) 

A complete and thrilling book. Contains accounts 
of ancient magic, and stage illusions of Kellar and 


240 The Children’s Reading 

Herrmann. Explains mysterious disappearances, 
conjuring tricks, ventriloquism, mind-reading, and 
thought-transference. 

Magicians’ Tricks. (Hatton and Plate.) 

Instructions showing how to perform familiar and 
unfamiliar tricks : together with over two hundred 
and fifty illustrations. A less expensive volume of 
tricks is “ Magical Experiments,” by Good. 

What shall We do Now. (Canfield, and others.) 

Directions for playing all sorts of games. A good 
and less expensive volume is “ Book of Games,” 
by White. 

Dramatics and Story-Telling 

Ben Greet Shakespeare. 

“Midsummer Night’s Dream,” “ As You Like 
It,” “The Merchant of Venice,” and “The 
Tempest,” published in four attractive volumes for 
the use of amateur players. Objectionable parts 
are cut out, and the sequence of a few scenes is 
altered to facilitate presentation. General rules for 
acting are given and also diagrams showing positions, 
together with full directions for playing each part. 

Children’s Classics in Dramatic Form. (Steven¬ 
son.) 

Four inexpensive volumes for dramatic reading or 
simple acting. Includes legends, fables, fairy tales, 
and miscellaneous stories. 

Fairy Tales a Child can Read and Act. (Nixon.) 

Contains “ Little Red Riding Hood,” “ Peter and 
the Magic Goose,” “Bluebeard,” “The Ant and 


Useful Books 


241 


the Cricket,” “ Hansel and Gretel,” “ Scenes from 
Pinocchio,” “ Scenes from Alice in Wonderland,” 
and “Scenes from Through the Looking-Glass.” 

House of the Heart. (Mackay.) 

T en one-act plays, each conveying a lesson of courage, 
gentle manners, or contentment. Accompanied by 
directions for stage-settings, costumes, and acting. 

How to Tell Stories to Children. (Bryant.) 

Contains directions for story-telling and for adapting 
stories j also a number of good stories to tell, together 
with lists of other stories for adaptation and telling. 

Little Plays. (Dalkeith.) 

Small inexpensive volume arranged for little people. 
Contains “ Sir Gareth of Orkney,” “ The Princess 
and the Swineherd,” “King Alfred and the 
Cakes,” “ Scene from Robin Hood,” and “ Scene 
from Uncle Tom’s Cabin.” 

Patriotic Plays and Pageants. (Mackay.) 

Including tableaux, short one-act plays, and long 
pageants, all based on American historical incident 
and story. Gives directions for simple stage-settings 
and acting. 

St. Nicholas Book of Plays and Operettas. 

Seventeen plays and operettas with music, illustra¬ 
tions, and diagrams. Collected from “ St. Nicho¬ 
las Magazine.” 

Business Boys and Girls 

Helps for Ambitious Girls. (Drysdale.) 

Advice concerning employments and professions. 
The companion volume to this is “ Helps for Am¬ 
bitious Boys.” 


242 The Children’s Reading 

Letters to the Farm Boy. (Wallace.) 

Advice on questions of education and ethics. 
Winning Out. (Marden.) 

Ethics of daily life and work illustrated by story and 
anecdote. The companion volume to this is ** Suc¬ 
cess.” 

Some Notable Modern Achievements 

Boys’ Book of Airships. (Delacombe.) 

Balloons, dirigibles, kites, gliders, and aeroplanes ; 
their evolution, construction, and use. 

Boys’ Book of Inventions. (Baker.) 

Treats among other things of liquid air, motor-cycles. 
X-ray photography, and the phonograph. Its com¬ 
panion volume, “ The Boys’ Second Book of In¬ 
ventions,” tells of wireless telegraphy, solar-motors, 
flying-machines, and other recent inventions. 

Boys’ Book of Steamships. (Howden.) 

History of navigation and the art of shipbuilding, 
with special reference to steam vessels including 
river, lake, and ocean types. With one hundred 
photographic illustrations. 

Careers of Danger and Daring. (Moffett.) 

Of the deeds of steeple-climbers, deep-sea divers, 
balloonists, pilots, bridge-builders, locomotive engi¬ 
neers, and other heroes of everyday life. 

Fighting a Fire. (Hill.) 

Organization of a great fire department, and the 
training and heroism of firemen. 

How it is Made. (Williams.) 

Tells of the manufacture of many articles such as 


Useful Books 


243 

paper, candles, soap, cloth, china, guns, watches, 
cycles, pins, wire, and rope. Its companion vol¬ 
ume, “ How it is Done,” describes the making 
of bridges, railways, dams, canals, harbors, tunnels, 
and other engineering feats. For older children and 
adults. 

Story of Gold and Silver. (Samuel.) 

Also, the “Story of Cotton,” by Curtis. Two 
pretty stories of the experiences of children who 
learn much about mining of gold and silver and its 
use as money, and about the raising and weaving 
of cotton. For younger children. 

Books for the Nature-Lover 

Animals. 

Chapters on Animals. (Hamerton.) 

Of dogs, cats, horses, birds and wild beasts. Illus¬ 
trated with reproductions after Landseer, Millais, 
Bonheur, and other artists. Small book, inexpensive. 

Four-Handed Folk. (Miller, O. T.) 

Of lemurs, marmosets, a spider-monkey, and other 
monkey pets. 

Squirrels and other Fur-Bearers. (Burroughs.) 

Includes the chipmunk, woodchuck, rabbit, hare, 
muskrat, fox, weasel, porcupine, and others of 
their kin. Illustrated with fifteen colored pictures 
after Audubon. 

Training of Wild Animals. (Bostock.) 

The great wild-animal trainer tells here of methods 
employed in training lions, tigers, and other beasts; 
also of the perils of wild-animal trainers. 


244 The Children’s Reading 

True Bear Stories. (Miller, Joaquin.) 

Fascinating tales of the badness and mischief of 
bears wild or tame. 

Wilderness Pets at Camp Buckshaw. (Breck.) 

Of camp pets ; bears, gulls, and other animals and 
birds. 

Astronomy, 

Astronomy from a Dipper. (Clarke.) 

Pocket handbook showing how to locate stars by 
means of the Dipper. Inexpensive. 

Children’s Book of Stars. (Mitton.) 

Interesting things about the sun, moon, and stars. 
Colored pictures. Gift-book for younger children. 

Easy Guide to the Constellations. (Gall.) 

With a miniature atlas of the stars. 

Half-Hours with the Summer Stars. (Proctor.) 

Helpful information for the star-gazer, together 
with myths and legends about the stars. Pleasant 
reading as well as useful. 

Star-Land. (Ball.) 

About the sun, moon, stars, comets, shooting-stars, 
and other wonders of the heavens. Tells also of the 
discoveries of Kepler, Herschel, and other astron¬ 
omers. Illustrated. 

Stories of the Great Astronomers. (Holden.) 

Of ancient and modern astronomers and their dis¬ 
coveries. 


Useful Books 


245 


Birds . 

Bird Book. (Eckstorm.) 

Less expensive than Chapman, and for younger 
children. Contains descriptions of many common 
birds, and suggestions for observation. Illustrated. 

Bird Homes. (Dugmore.) 

Shows nests and eggs. Illustrated with sixteen 
colored plates and many half-tone pictures from 
photographs. A fine picture book as well as useful 
to bird-lovers. 

Bird Life. (Chapman.) 

Contains field key to common birds, descriptions 
of each species, and chapters on the structure of 
birds and on their migrations. With seventy-five 
colored plates. For young people and adults. Also, 
“ Color Key to North American Birds,” containing 
descriptions and pictures of birds. 

Bird Stories from Burroughs. 

Collection of delightful stories, printed in clear type, 
and readable for younger children as well as for older 
ones. Illustrated in color and black and white. Text- 
book cover. Inexpensive. 

First Book of Birds. (Miller, O. T.) 

Also, “ Second Book of Birds.” These are the 
best bird books for children. Follow with “ Bird 
Book,” by Eckstorm; “Bird Stories from Bur¬ 
roughs,” and “True Bird Stories” by O. T. 
Miller. 


246 The Children's Reading 
Insects . 

Butterflies and Bees. (Morley.) 

Excellent elementary book. Precede with “ Bee 
People,” by Morley, and follow with ‘‘Insect 
Stories,” by Kellogg. Two cheap and handy pam¬ 
phlets for field use are “ Common Butterflies and 
Moths of America and Europe,” and “Common 
American and European Insects.” 

Butterfly Book. (Holland.) 

Large volume giving much valuable information. 
Illustrated with forty-eight colored plates, and with 
many pictures in black and white. Shows nearly all 
well-known species of butterflies in America north 
of Mexico. Fine picture book, as well as reference 
book for butterfly collectors. 

Frail Children of the Air. (Scudder.) 

“Excursions into the world of butterflies.” Illus¬ 
trated. For young people and adults. 

Grasshopper Land. (Morley.) 

About grasshoppers, locusts, katydids, and crickets. 
With over one hundred illustrations by the author. 
For younger children. Another interesting and 
authoritative book for younger children is A. B. 
Comstock’s “Ways of the Six-Footed.” 

Manual for the Study of Insects. (Comstock, 
J. H. and A. B.) 

For the young collector. Describes common species, 
and their habits. Well illustrated and contains keys 
to orders and families. 


Useful Books 1247 

Fishes. 

Boys* Own Guide to Fishing. (Keene.) 

Fishing, tackle-making, and fish-breeding. 

Story of the Fishes. (Baskett.) 

Habits and haunts of fishes. 

Flowers. 

Field Book of American Wild Flowers. (Ma¬ 
thews.) 

A handy book for field work. Contains brief de¬ 
scriptions of many flowers, together with numerous 
illustrations helpful in identification. Arrangement 
according to family. Full index. 

Flowers and their Friends. (Morley.) 

Popular and for younger children. Companion vol¬ 
ume to this is “ Little Wanderers/* which tells how 
seeds travel by flying, floating, shooting, clinging, 
and tumbling. Illustrated. 

How to Know the Wild Flowers. (Dana.) 

Gives descriptions of many flowers, together with 
legends and myths about flowers and plants. More 
readable than Matthews’s ** Field Book of American 
Wild Flowers, * * but not so portable or so useful in 
the field. 

Plants and their Children. (Dana.) 

Tells of fruits, seeds, roots, stems, buds, leaves, 
flowers. For younger children. 

Geology. 

Boy Mineral Collectors. (Kelley.) 

Treats of mineral collections; also of gold, gems, 
and semi-precious stones. 


248 The Children’s Reading 

Coal and Coal Mines. (Greene.) 

Coal, its discovery, mining, preparation, and use. 

First Book in Geology. (Shaler.) 

Pebbles, sand, soils, volcanoes, fossils, rocks, and 
other formations. Text-book in appearance. 

Paleontology. 

Animals of the Past. (Lucas.) 

Fossils and how they are formed, earliest known 
vertebrates, birds of old, dinosaurs, ancestors of the 
horse, mammoths and mastodons, and why animals 
become extinct. For young people and adults. 

Life of a Fossil Hunter. (Sternberg.) 

Explorations in the fossil beds of Kansas, Texas, 
Oregon, and other States. Introduction by Professor 
Osborn. 

Trees . 

Familiar Trees and their Leaves. (Mathews.) 

Birches, elms, oaks, maples, magnolias, willows, 
and other trees. Colored illustrations and two hun¬ 
dred drawings by the author. 

Story of Lumber. (Bassett.) 

Story of boy in a New Brunswick lumber camp. In¬ 
teresting, and gives much information about lumber 
camps and conservation. 

The Land we Live in. (Price.) 

Boy’s book of conservation. Contains much miscel¬ 
laneous information about forests and forestry. 


Useful Books 


249 


TVater. 

Book of the Ocean. (Ingersoll.) 

About ocean waves, currents, and tides; also tell* 
of ships, lighthouses, and ocean dangers. 

Brooks and Brook Basins. (Frye.) 

Thirteen stories about land and water forms, atmo¬ 
sphere, and brook courses. Illustrated. For younger 
children. 

In Brook and Bayou. (Bayliss.) 

Study of the lower forms of animal life that live in 
brook, bog, and pool. 

Sea Wonders for Wonder Eyes. (Hardy.) 

On water-drops, sea-sand, sea-anemones, jelly fish, 
sponges, crabs, and other wonders. Attractively 
illustrated. For younger children. Its companion 
volume, ** The Hall of Shells,” tells of pearls, bar¬ 
nacles, sea-flowers, and shells. 

Water Wonders Every Child Should Know. 
(Thompson.) 

Charming little studies of dew, frost, snow, ice, and 
rain. 

Miscellaneous Natural History Books, 

American Natural History. (Hornaday.) 

Mammals, birds, reptiles, amphibians, and fishes. 
Fully illustrated and authoritative. For young people 
and adults. 

Natural History. (Miles.) 

Popular anecdotes. Illustrated in color. 


2 $o The Children’s Reading 

Outdoors, Indoors, and Up the Chimney. (Me- 
Uvaine.) 

Short explanations of such things as “ Why the Stove 
Smokes,” “Our Friends the Toadstools, “The 
Beginning of Plants,” “Plants that Poison,” 
“Fireflies,” and “Jack Frost.” 

Popular Natural History. (Wood ) 

Readable account, illustrated with five hundred pic¬ 
tures of birds, animals, and reptiles. 

Stories Mother Nature told her Children. 
(Andrews.) 

Stories much liked by little children. About amber, 
coal, Indian corn, flowers, sea-life, frost, and other 
things in nature. 

On the Observation of Nature — For Young People . 
Compleat Angler. (Walton.) 

In the Wilderness. (Warner.) 

Natural History and Antiquities of Selborne. 
(White.) 

Old Red Sandstone. (Miller, Hugh.) 

Sharp Eyes. (Gibson.) 

Also “ Eye Spy,” and " Blossom Hosts.” 

Wake-Robin. (Burroughs.) 

Also, “Locusts and Wild Honey,” and the selec¬ 
tions from his works published under the title, “A 
Year in the Fields.” 

Walden. (Thoreau.) 

Watcher in the Woods. (Sharp.) 


Useful Books 


Nature Fiction . 


251 


Animal Stories Retold from St. Nicholas. 

Six volumes, as follows: “ About Animals/* 
“ Brave Dogs/* « Cat Stories/* “ Bear Stories/* 
“Lion and Tiger Stories/* “Panther Stories/* 

Animal Story Book. (Lang.) 

Anecdote and adventure. Companion volume is the 
“ Red Book of Animal Stories/* Charmingly illus¬ 
trated by Ford. 

Black Beauty. (Sewell.) 

“Autobiography of a horse/* 

Farmer Brown and the Birds. (Fox.) 

In which the birds try the farmer for cruelty. 

Four Hundred Animal Stories. (Cochrane.) 

Interesting anecdotes. 

Kindred of the Wild. (Roberts.) 

Delightful stories about forest animals, by a true 
nature-lover. 

Wild Animals I Have Known. (Thompson- 
Seton.) 

Romantic stories about animals. Also, “ Biography 
of a Grizzly/* and “ Lives of the Hunted/* Two 
volumes of selections from the latter book are pub¬ 
lished under the utles “ Krag and Johnny Bear,** 
and “ Lobo, Rag, and Vixen/* 


CHAPTER XIV 


RELIGIOUS BOOKS 

“ But continue thou in the things which thou hast learned 
and hast been assured of knowing of whom thou hast learned 
them ; and that from a child thou hast known the holy scrip- 
tureSy which are able to make thee wise unto salvation 
through faith that is in Christ Jesus. All scripture is given 
by inspiration of God, and is profitable for doctriney for re¬ 
proof for correctiony for instruction in righteousness: that 
the man of God may be perfecty thoroughly furnished unto ail 
good works .” —St. Paul. 

T HE chief functions of the best secular 
literature are to exercise, develop and 
stock the mental faculties; to enrich the 
power of expression; and to show the work¬ 
ings of the laws of life, pointing the distinc¬ 
tion between good and evil, not merely by 
showing the good, but also by presenting, 
in its right perspectives, such evil as is within 
the comprehension of children. It also shuts 
off the influence of bad books, which have 
such a tremendous power to sway children’s 
actions. 


Religious Books 253 

But though secular literature can do this, 
and thus becomes an important factor in char¬ 
acter-building, and to a certain extent is able 
to arouse the spiritual sense, yet it has not the 
power to quicken the will with the impelling 
force of the Bible. The eyes may be opened 
to the nature of sin through the tasting of 
the apple of secular knowledge, but it is the 
power of the word of God that, in the face 
of temptations great or small, bows the un¬ 
derstanding with conviction of the true way 
of righteousness. “For the word of God is 
quick, and powerful, and sharper than any 
twoedged sword, piercing even to the divid¬ 
ing asunder of soul and spirit, and of the 
joints and marrow, and is a discerner of the 
thoughts and intents of the heart.” 

The Bible reaches into the soul and im- 
pells the will to action. It clarifies the doubts 
of life; it makes the rugged places smooth; 
it comforts the afflicted; and shows the 
earnest searcher after truth the way to eternal 
life, bringing him, through Christ Jesus, from 
the presence of God the Judge into the 
presence of God the Father. The men and 


254 The Children’s Reading 

women of the Bible lived and were human 
like ourselves. All their acts are shown, good 
and bad; their hearts are shown, repentant 
and unrepentant; their deeds speak for or 
against themselves, and are related with lit¬ 
tle or no comment, the reader being left to 
judge the actions according to the teachings 
of the Bible. 

For these reasons every child should be 
made familiar with the Bible from baby¬ 
hood up. It should be read aloud to him in 
all its dignity and grandeur, not in rewritten 
versions with sectarian comments. The sim¬ 
ple but elevated language of the Bible, 
especially of the King James version, its 
objective treatment and dramatic action 
bring many parts of it within the compre¬ 
hension of even a very young child. If it is 
read without theological comment he will 
gradually learn its inner meanings, and draw 
from it lessons untrammeled by narrowing 
theological discussions which too often ob¬ 
scure the simple but profound truths. He 
will gain a truer Christian point of view 
from the Bible teaching uncommented on 


Religious Books 255 

than from any adult’s personal religious opin¬ 
ions. 

A knowledge of the wonderful interde¬ 
pendence of all parts of the Bible, and of 
the unfolding of the relations of God to man 
as shown therein, comes slowly but surely to 
the child who hears the Scriptures read daily. 
And as life unfolds for the child himself he 
will consciously or unconsciously apply Bible 
standards to all he hears or does. 

The religious instinct in little children is 
strong but expresses itself with simplicity 
and unquestioning faith. The little child will 
often ask searching, logical questions with 
the desire to know the reasons for things, 
questions which an adult finds hard to answer 
in the same spirit of simplicity and truth. 
In the development and feeding of the re¬ 
ligious instinct of little children hymns take 
an important place, either sung, read aloud, 
or memorized. The more simple and dra¬ 
matic of the Bible stories read aloud are 
much enjoyed by little children, and so also 
are the story parts of “Pilgrim’s Progress.” 

Following childhood comes a period, so 


256 The Children’s Reading 

we are told by psychologists and physicians, 
of individual spiritual awakening and un¬ 
rest. It comes at a time when the youth’s 
reason is awakening, when he is in a glow 
of fervor and anticipation of life, that beck¬ 
ons him forward through rosy clouds of ro¬ 
mance into an unknown but much desired 
world of action. At this period there is a 
soul hunger, which if stifled, dwarfs or de¬ 
stroys this awakening inner life, and drags 
manhood or womanhood down to the dead 
level of a material world. 

“There is a marked difference,” writes 
William Forbush, “in the way this ‘per¬ 
sonalizing of religion ’ as Coe calls it, comes 
to boys and girls. With boys it is a later, a 
more violent, and a more sudden incident. 
With boys it is more apt to be associated 
with periods of doubt, with girls with times 
of storm and stress. It seems to be more apt 
to come to boys when alone; to girls in a 
church service.” 

During this period both boy and girl are 
reticent on religious matters, and often trou¬ 
bling thoughts seethe through their brains. 


Religious Books 


257 

Questions of salvation, of relations to God, 
of service to Christ, agitate and excite, and 
this for the most part without the knowledge 
of parents or teachers. Books at this period 
have an important function. If from child¬ 
hood a boy and girl have been made rightly 
familiar with their Bible they will turn to 
that for explanations and strength, and it will 
establish and steady them during this crucial 
and trying period. Even if they enjoy their 
Bible the boy and especially the girl will 
still look for a certain religious emotional 
satisfaction in secular reading. The old-fash¬ 
ioned Sunday-school book catered to this 
craving, and, unwholesome and hysterical as 
it was, it met this demand for vicarious re¬ 
ligious experience through fiction. 

The reaction against these morbid, soul- 
shrieking, heart-rending Sunday-school books 
set in some years ago. Many Sunday-schools 
and most public libraries have cast them from 
their shelves, but unfortunately no wholesome 
body of reverent, religious fiction has grown 
up in their place. The attitude of the parent 
to-day is antagonistic to religious books. He 


258 The Children’s Reading 

is fearful lest his child read a book present* 
ing sectarian ideas not acknowledged by him* 
self. This attitude together with the influ¬ 
ence of our materialistic age are reacting 
seriously on modern juvenile fiction. The 
popular author of to-day dares scarcely men¬ 
tion the name of God, and assuredly not of 
Christ, lest it affect the sale of his book. The 
children’s book-cases and the public chil¬ 
dren’s library department are stocked with 
books many of which are pure, beautiful, 
and moral, but which are largely lacking in 
those qualities that feed the soul. The pub¬ 
lic library is a tax-supported institution and 
as such must be nonsectarian, but there is 
ample room on its shelves for books of a 
reverent Christian character, which are not 
written to forward the cause of any sect. 

The number of reverent, nonsectarian ju¬ 
venile books of fiction may almost be counted 
on the fingers of one’s hands. Among these 
are “ Daughter of the Rich,” “ Donkey John 
of the Toy Valley,” “Captain Phil,” “Wul- 
noth the Wanderer,” “ Chilhowee Boys,” 
u The Luck of the Dudley Grahams,” “ Mas- 


Religious Books 259 

terman Ready,” “ The Swordmaker’s Son,” 
and Mrs. Gatty’s “Parables from Nature”; 
and even some of these stories are not par¬ 
ticularly zealous in presenting religious ideas. 
The present writer has just read through a 
series of four volumes telling about a sweet- 
tempered little girl, a minister’s daughter in 
a small town, who helps to make happy her 
father’s congregation. The reader could not 
find the name of God mentioned until to¬ 
wards the end of the fourth volume when 
the doxology was sung “with vim” at a 
school entertainment. 

More reprehensible even than the lack of 
reverent juvenile fiction, is the usual man¬ 
ner of rewriting Bible stories. Sectarianism, 
insipid language and sentimental ideas take 
the place of the dignified, simple Bible nar¬ 
ration. From a literary standpoint alone the 
Bible cannot be improved on. Children can 
understand and like it, and its succession of 
clear, well-defined pictures, unembarrassed by 
detail, enter and make a clean-cut impres¬ 
sion on the mind. 

Take for example a certain volume of 


<160 The Children’s Reading 

Bible stories, whose author claims to “ retell 
the stories in literary form.” The death of Sis- 
era in the story of Jael offers a good illus¬ 
tration. The Bible narrative is as follows: 
“ Then Jael, Heber’s wife, took a nail of the 
tent, and took a hammer in her hand, and 
went softly unto him, and smote the nail 
into his temples, and fastened it into the 
ground; for he was fast asleep and weary. 
So he died.” 

The retold version reads: “Ah, what is 
that on the ground at her feet? A long 
sharp-pointed tent pin lies there, and near it 
is a heavy hammer. She can handle these 
more easily than a sword. Softly on tip-toe 
she goes behind the curtains. She stoops 
over the sleeping man. The cloak does not 
wholly cover his head. The Gazelle holds 
the tent pin in one hand, and the hammer in 
the other. She shudders. A moment later 
she runs shrieking from the tent. With white 
face and frightened eyes, she stands under 
the palm trees and listens. There is no sound 
in the tents save the crying of a child that 
has been wakened from its sleep.” 


Religious Books 


261 


The author also informs the child that he 
does not know how many times Abel taunted 
Cain, and of Sarah, that “ninety years old 
though she was, she was as fair and lovely 
as when the Chief had wooed her in her girl¬ 
hood in the Valley of the Euphrates, more 
than seventy summers before.” Further it is 
hard to recognize the heroes of this book as 
familiar Bible characters. Isaac and Rebecca 
appear as “ Laughter and Beauty,” Samson as 
“ Splendid Sun,” Gideon as “ Idol Breaker,” 
and Jesse and David as “Wealth and Dar¬ 
ling.” These may be the meanings of the 
names in their original language but trans¬ 
lating them into plain, everyday English 
surely takes from their strength and beauty. 
If it is absolutely necessary to interest a 
child in Bible reading through the use of 
retold stories, the parent will find a very 
simple and popular rendition in Foster’s 
“ Story of the Bible.” 

Before closing this volume it is interest¬ 
ing to note what an important part the in¬ 
fluence of the Bible has played in developing 
the best of secular literature for children. 


262 The Children’s Reading 

The evaluator of children’s books is con¬ 
stantly struck with the fact that, excepting 
for occasional lapses, taking all in all, a won¬ 
derfully high standard of morals pervades 
these stories. This is especially true of ju¬ 
venile literature borrowed from folk-litera¬ 
ture. But on turning to the latter source 
from whence stories are derived the reader 
finds it turbid with fetichism, cannibalism, 
human sacrifice, idol-worship, man-worship, 
devil-worship, and with rites, rituals, and 
morals contradictory to Christian principles, 
and so confused with good that it is difficult 
for the untaught to distinguish the bad from 
the good. 

Yet amid this turbidity the reader may 
find many pure and moral precepts, and 
ethical interpretations of truth and much 
sublime poetry, lying like glittering gold in 
rocky matrix. This literary gold, separated 
from its dross, forms the nucleus of the best 
of secular literature for children. And the 
touchstone that tests the royal metal, and 
finds it pure, is the moral standard derived 
from the Bible. For it is public opinion, 


Religious Books 263 

based on Christian teachings of what is right 
and wrong, that consciously or unconsciously 
influences parents, teachers, and the best of 
juvenile writers, to give children books that 
will bear the test of accepted principles, and 
will aid in making noble men and women 
according to the demands of a moral Chris¬ 
tian world. 

The enlightened public insists on honest 
and noble books for the children. Condem¬ 
nation lies on the book inculcating low 
thoughts and ideas. The author wishing a 
lasting success for his books reaches upward 
toward the set standard and the result is that 
“The Arabian Nights’ Entertainments” ap¬ 
pears stripped of its grossness, while its rich¬ 
ness of color, its virtues of hospitality, East¬ 
ern generosity, and reverence for age are 
emphasized. The Greek classics lose their 
impurities and appear in their heroic or deli¬ 
cate beauty. Juvenile stories of the Red In¬ 
dian are permeated by a reverence for the 
Great Spirit, that is most impressive, but 
when considered in their native setting of 
fierceness and fetichism these ideas are by 


o6 4 The Children’s Reading 

no means so impressive. King Arthur leg¬ 
ends, edited or adapted for children, are 
cleansed of much that is unfit for boys and 
girls, and the chivalrous side is brought out 
strongly. The best of modern fiction for 
children emphasizes virtues that are gener¬ 
ally accepted, if not always practiced by 
the Christian world. All juvenile literature 
now-a-days is held up to the accepted 
standard and that falling short of a reason¬ 
able degree of excellency will doubtless not 
live long. 

Thus, much of the best world literature 
is more or less purified for the children by 
the action of Christian standards derived 
from the Bible, and becomes a complement 
of the ethical and moral teaching of the Bible 
itself. But among all the books of literature 
thus converted to the children’s use, the 
Holy Bible towers like a mountain of divine 
strength amid little foot-hills which reflect the 
light that made Moses’s face to shine. 


Religious Books 


26 5 


SOME SUGGESTED READINGS FROM 
THE BIBLE 

If children are not too young it is well to read the Bible 
systematically through to them, skipping genealogies and 
unsuitable parts. If, however , the children are quite 
young the following Bible stories will interest them. 
Children should be urged to memorize beautiful and help¬ 
ful selections from the Scriptures. A list of such is ap¬ 
pended here. The treasures of the Bible are literary as 
well as religious and moral. The man or woman is not 
thoroughly educated who is unfamiliar with Bible stories 
and allusions constantly used in secular literature , because 
of their force in pointing a moral. In making the selec¬ 
tions here this literary side has been considered as well as 
the religious side. 

From the Old Testament 

The Creation and the Garden of Eden, Genesis 
i— hi ; Noah’s Ark, Genesis vi-ix ; The Tower of 
Babel, Genesis xi ; Lot’s Wife, Genesis xviii-xix ; 
Abraham and Isaac, Genesis xxii ; Jacob’s Ladder, 
Genesis xxvm ; Joseph, Genesis xxxvii, xxxix- 
L; The Ten Plagues and the Exodus, Exodus 
1—xv ; Manna in the Wilderness, Exodus xvi ; 
The Ten Commandments, Exodus xix-xx, xxiv, 
xxxi-xxxiv ; Moses and the Rock, Numbers xx; 
The Serpents in the Wilderness, Numbers xxi ; 
Balaam’s Ass, Numbers xxii-xxiv ; The Burial of 
Moses, Deuteronomy xxxiv ; The Fall of Jericho, 
Joshua i-vi ; The Judges, Judges 11; Gideon’s 
Fleece, Judges vi-viii ; Jephthah’s Daughter, Judges 


266 The Children’s Reading 


xi ; Samson, Judges xiii-xiv ; Ruth ; The Child 
Samuel, I Samuel i-iii ; David and Goliath, i 
Samuel xvii ; Jonathan and David, and the Cave 
of En-gedi, i Samuel, xviii-xxiv ; The Wisdom of 
Solomon, i Kings iii ; The Queen of Sheba, I 
Kings x; Elijah and the Ravens, I Kings xvii; 
Elijah and Baal’s Prophets, i Kings xvm ; Naboth’s 
Vineyard, I Kings xxi; Elijah and the Chariot of 
Fire, 2 Kings n ; Elisha and the Widow’s Son, 
2 Kings iv; Naaman, 2 Kings v; Jezebel, 2 Kings 
ix ; The Destruction of Sennacherib, 2 Kings xix ; 
Manasseh, 2 Chronicles xxxm ; The Babylonian 
Captivity, 2 Chronicles xxxvi ; Esther ; Daniel; 
Jonah. 

From the New Testament 

The life of Christ as told in the four Gospels is simple enough 
to be understood by young children , therefore selections 
are not given here. The following are the beautiful 
parables , and a few of the acts of the apostles. 

The Sower, St. Matthew xiii, St. Mark iv, St. 
Luke vin; The Debtor, St. Matthew xvm; La¬ 
borers in the Vineyard, St. Matthew xx; Husband¬ 
men and the Vineyard, St. Matthew xxi, St. Mark 
xn, St. Luke xx; Marriage of the King’s Son, St. 
Matthew xxn; The Ten Virgins, and the Talents, 
St. Matthew xxv; The Good Samaritan, St. Luke 
x; The Lost Sheep, and The Prodigal Son, St. 
Luke xv; Lazarus the Beggar, St. Luke xvi; The 
Good Shepherd, St. John x; The Gate Beautiful, 
Acts iii; Ananias and Sapphira, Acts v; Stephen the 
Martyr, Acts vi-viii; Saul’s Conversion, Acts ix; 
Peter’s Vision, Acts x; Paul’s Shipwreck, Acts 

XXVII-XXVIII. 


Religious Books 


267 


For Memorizing 

And Jacob blessed Pharaoh, Genesis xlvii, 7-10; 
I am the Lord thy God, Exodus xx, 1-17; The 
Lord bless thee, and keep thee. Numbers vi, 24— 
26; Entreat me not to leave thee, Ruth 1, 16-17; 
Then the Lord answered. Job xxxvm; Hast thou 
given the horse strength? Job xxxix, 19-25; 
Psalms 1, xv, xix, xxm, xxiv, xxvn, xxxn, li, 
xci, cm, cxix, cxx, cxxxm; Proverbs 111, vi, vm; 
And there shall come forth a rod, Isaiah xr, 1-10; 
Behold my servant, Isaiah xlii, 1—9; Who hath 
believed our report? Isaiah liii; Arise, shine; for thy 
light is come, Isaiah lx, 1-5; The Spirit of the 
Lord God is upon me, Isaiah lxi, 1-2; Behold, I 
will send my messenger, Malachi 111, 1-2; And 
seeing the multitudes, St. Matthew v, 1-11; Our 
Father which art in heaven, St. Matthew vi, 9— 
13; Behold the fowls of the air, St. Matthew vi, 
26-34; ^7 soul doth magnify the Lord, St. Luke 
1, 46-55; Lord, now lettest thou thy servant, St. 
Luke 11, 29—32; For God so loved the world, St. 
John hi, 16-18; I am the bread of life, St. John 
vi, 35-40; I am the good shepherd, St. John x, 
11—15; Let not your heart be troubled, St. John 
xiv; I am the true vine, St. John xv, 1 — 14; For I 
am persuaded, Romans vm, 38—39; O the depth 
of the riches, Romans xi, 33-36 ; Though I speak 
with the tongues of men and of angels, 1 Corinth¬ 
ians xiii; And I saw a new heaven. Revelation 
xxi; And he shewed me a pure river. Revelation 


268 The Children’s Reading 


Stories to tell or read aloud from The Pilgrim's Pro¬ 
gress 

The Slough of Despond and the Wicket-Gate ; The 
House of the Interpreter; Lions in the Way, and 
the Palace Beautiful ; Apollyon and the Valley of 
Humiliation; Vanity Fair; Giant Despair and Doubt¬ 
ing Castle; The Shepherds of the Delectable Mount¬ 
ains; Christian and Hopeful enter the Celestial City; 
Christiana sets out on her journey; The Forbidden 
Fruit; The Interpreter’s House and Greatheart; 
Greatheart conquers Old Grimm; Greatheart over¬ 
comes Maul the Giant; Greatheart kills Giant De¬ 
spair; The Enchanted Ground; Christiana enters the 
Celestial City. 


Religious Books 

The Bible. 

The Holy Bible. 

Authorized Version. 

New Testament. 

Authorized Version. 

Proverbs. 

Psalms. 

Bible Stories in Bible Language . 

An Old, Old Story-Book. (Tappan.) 

Old Testament stories from the Authorized Version. 
Illustrated by Keller. 

Narrative Bible. (Johnson.) 

From the Authorized Version with occasional word- 


Religious Books 269 

ing from the Revised Version. Illustrated after 
Dore. 

Old Testament Stories. (Chisholm.) 

Stories selected for little children. Small book, pic¬ 
ture cover and colored illustrations. 

Stories from the Life of Christ. (Kelman.) 

Selected for little children. Uniform with Chisholm’s 
“ Old Testament Stories.” 

Stories from the Old Testament. (Platt.) 

For older children. Beautifully illustrated. 

Bible History . 

Our Young Folks’ Josephus. (Shepard.) 

“ The Antiquities of the Jews ” and “The Jewish 
Wars” simplified. 

Saints and Heroes. (Hodges.) 

Interesting historical biographies of such saints and 
heroes as Cyprian, Athanasius, Ambrose, Chrysos¬ 
tom, Jerome, Augustine, Columba, Anselm, Wy- 
cliffe, Hus, and Savonarola. Gives a historical ac¬ 
count of the growth of the Christian church until the 
end of the Middle Ages. 

Story of the Last Days of Jerusalem. (Church.) 

Retold from Josephus’s “The Jewish Wars.” 
Contains most interesting colored illustrations. 

Sacred Song and Meditation . 

Babies’ Hymnal. (McFadden.) 

Oblong gift-book. Includes such simple well-known 
hymns as “Jewels,” “Jesus loves me,” “Little 


270 The Children's Reading 

drops of water/’ “ There ’s a friend for little child¬ 
ren/’ “ Now I lay me,” “ Jesus, tender shepherd,” 
and other songs, set to music. Dainty blue cover 
and marginal decorations. 

Divine and Moral Songs. (Watts.) 

Contains the old-fashioned verses of “ How doth the 
little busy bee, ” * ‘ Let dogs delight to bark and bite, ’ * 
“ The sluggard,” “Hush! my dear, lie still and 
slumber,” and other songs. Some of the religious 
poems are not particularly fitting for little children. 

Imitation of Christ. (A Kempis.) 

For young people and adults. 

Little Flowers of St. Francis. 

Selections, including his sermon to the birds. 

Sunday Book of Poetry. (Alexander.) 

Literary and sacred selections, including not only 
the most beautiful hymns, but also religious poetry 
by Milton, Wordsworth, Campbell, Cowper, Kings¬ 
ley, Newman, and other well-known poets and au¬ 
thors. This volume should bein every child’s library. 
Uniform with Palgrave’s “Golden Treasury.” 

Religious Fiction. 

Ben-Hur. (Wallace.) 

Stirring historical story of the times of Christ. For 
older children. 

Child’s Book of Saints. (Canton.) 

A collection of mystic legends of saints and minsters. 
Poetic in language and style. Good to read aloud. 


Religious Books 


271 


In Assyrian Tents. (Pendleton.) 

Story of a boy captive and of the destruction of 
Sennacherib’s army. 

Nehe. (Siviter.) 

Story of Nehemiah, King Artaxerxes’s cupbearer, 
how he rebuilt the walls of Jerusalem. 

Parables from Nature. (Gatty.) 

Parables teaching hope, helpfulness, courage, and 
other virtues. Good to read aloud. 

Pilgrim’s Progress. (Bunyan.) 

Two finely illustrated editions of this classic are that 
illustrated by the Brothers Rhead, and the one with 
colored pictures by Shaw. 

The First Christmas Tree. (Van Dyke.) 

Describes the mission of St. Boniface, “ the Apostle 
of Germany.” Illustrated by Pyle. Companion 
volume to this is “The Lost Word.” 

The Swordmaker’s Son. (Brooks, E. S.) 

Story of a Jewish boy in the time of Christ. Told 
with a very reverent spirit, and keeps closely to Bible 
narrative. 

Where Love is, there God is also. (Tolstoy.) 
Also its companion volume, “ What Men Live By.” 








Appendix 














ONE HUNDRED GOOD STORIES 

TO TELL 

AND WHERE TO FIND THEM 

A GRADED LIST 

Fables, 

Belling the Cat. 

Dog in the Manger. 

Goose that Laid the Golden Eggs. 

Lion and the Mouse. 

Shepherd Boy and the Wolf. 

The King, the Falcon and the Drinking-Cup. 
The Two Travelers. 

(In Dutton, The Tortoise and the Geese.) 

Town Mouse and Country Mouse. 

(In ^Esop, Fables; Scudder, Book of Fables, and 
his Children’s Book.) 

Cumulative Tales. 

Cat and the Parrot. 

(In Bryant, How to Tell Stories to Children.) 
Henny-Penny and Chicken-Licken. 

(In Asbjornsen, Fairy Tales from the Far North; 
Jacobs, English Fairy Tales; Rhys, Fairy-Gold; Scud¬ 
der, Book of Folk Stories, and his Children’s Book.) 


Appendix 


House that Jack Built. 

(In Mother Goose Melodies.) 

How Jack went to Seek his Fortune. 

(In Jacobs, English Fairy Tales.) 

Johnny Cake. 

(In Jacobs, English Fairy Tales; Wiggin and 
Smith, Tales of Laughter.) 

Old Woman and her Pig. 

(In Jacobs, English Fairy Tales; Mother Goose 
Melodies; Scudder, Book of Folk Stories; Wiggin 
and Smith, Tales of Laughter.) 

Greek and Red Indian Nature Myths . 

Arachne. 

(In Kupfer, Legends of Greece and Rome ; Pea¬ 
body, Old Greek Folk Stories.) 

Cupid and Psyche. 

(In Peabody, Old Greek Folk Stories.) 

Echo and Narcissus. 

(In Kupfer, Legends of Greece and Rome; Storr, 
Half-a-Hundred Hero Tales.) 

First Humming Bird. 

(In Holbrook, Nature Myths.) 

Orpheus and Eurydice. 

(In Kupfer, Legends of Greece and Rome; Pea¬ 
body, Old Greek Folk Stories; Storr, Half-a-Hun- 
dred Hero Tales.) 

Persephone. 

(In Hawthorne, Tangle wood Tales; Kupfer, Leg- 


Appendix 


277 

ends of Greece and Rome; Storr, Half-a-Hundred 
Hero Tales.) 

Phaethon. 

(In Peabody, Old Greek Folk Stories; Storr, Half 
a-Hundred Hero Tales.) 

Why the Peetweet Cries for Rain. 

(In Holbrook, Nature Myths.) 

Folk, Fairy , and Wonder Tales, 

Aladdin, or the Wonderful Lamp. 

(In Arabian Nights’ Entertainments; Lang, Blue 
Fairy Book; Scudder, Children’s Book.) 

Beauty and the Beast. 

(In Lang, Blue Fairy Book; Scudder, Book of Folk 
Stories, and his Children’s Book.) 

Cinderella. 

(In Grimm, Household Tales; Lang, Blue Fairy 
Book; Perrault, Tales of Mother Goose; Rhys, 
Fairy-Gold ; Scudder, Book of Folk Stories, and his 
Children’s Book.) 

Fair One with the Golden Locks. 

(In Scudder, Children’s Book.) 

Faithful John. 

(In Grimm, Household Tales; Lang, Blue Fairy 
Book.) 

Fisherman and his Wife. 

(InGrimm, Household Tales; Scudder, Children’s 
Book; Wiggin and Smith, Tales of Laughter.) 


Appendix 


278 

Hansel and Grethel. 

(In Grimm, Household Tales; Lang, Blue Fairy 
Book.) 

House in the Wood. 

(In Brooke, House in the Wood; Grimm, House¬ 
hold Tales.) 

Jack the Giant Killer. 

(In Jacobs, English Fairy Tales; Lang, Blue Fairy 
Book; Scudder, Children’s Book.) 

Little One-Eye, Little Two-Eyes, Little Three- 
Eyes. 

(In Grimm, Household Tales; Scudder, Book of 
Folk Stories, and his Children’s Book.) 

Little Red Riding-Hood. 

(In Lang, Blue Fairy Book; Perrault, Tales of 
Mother Goose; Rhys, Fairy-Gold; Scudder, Child¬ 
ren’s Book.) 

Rumpelstiltskin, or Tom Tit Tot. 

(In Grimm, Household Tales; Jacobs, English 
Fairy Tales; Rhys, Fairy-Gold; Lang, Blue Fairy 
Book; Scudder, Children’s Book; Wiggin and 
Smith, Tales of Laughter.) 

Sleeping Beauty. 

(In Grimm, Household Tales; Perrault, Tales of 
Mother Goose; Rhys, Fairy-Gold; Scudder, Book 
of Folk Stories, and his Children’s Book.) 

Snow-White and Rose-Red. 

(In Grimm, Household Tales; Lang, Blue Fairy 
Book; Scudder, Children’s Book; Wiggin and 
Smith, Tales of Laughter.) 


Appendix 


279 


Three Bears. 

(In Brooke, Golden Goose Book; Jacobs, English 
Fairy Tales; Rhys, Fairy-Gold; Scudder, Book of 
Folk Stories, and his Children’s Book.) 

Three Heads of the Well. 

(In Jacobs, English Fairy Tales.) 

Three Little Pigs. 

(In Brooke, Golden Goose Book; Jacobs, English 
Fairy Tales; Wiggin and Smith, Tales of Laughter.) 

Three Little Men in the Wood. 

(In Grimm, Household Tales.) 

Three Wishes. 

(In Jacobs, English Fairy Tales; Wiggin and Smith, 
Tales of Laughter.) 

Toads and Diamonds. 

(In Blaisdell, Child Life in Many Lands; Lang, 
Blue Fairy Book.) 

Why the Sea is Salt. 

(In Holbrook, Nature Myths; Lang, Blue Fairy 
Book.) 

Wolf and the Seven Little Kids. 

(In Grimm, Household Tales; Wiggin and Smith, 
Tales of Laughter.) 

Greek Hero Tales. 

Hercules. 

(In Kupfer, Legends of Greece and Rome ; Haw¬ 
thorne, Wonder-Book; Storr, Half-a-Hundred Hero 
Tales.) 


28 o 


Appendix 


Jason. 

(In Hawthorne, Tanglewood Tales; Jacobs, Book 
of Wonder Voyages; Kingsley, Heroes; Kupfer, 
Legends of Greece and Rome; Scudder, Children’s 
Book.) 

Midas and the Golden Touch. 

(In Hawthorne, Wonder-Book ; Storr, Half-a- 
Hundred Hero Tales; Thaxter, Stories and Poems 
for Children.) 

Perseus. 

(In Hawthorne, Wonder-Book; Kingsley, Heroes; 
Storr, Half-a-Hundred Hero Tales.) 

Theseus. 

(In Hawthorne, Wonder-Book; Kingsley, Heroes; 
Storr, Half-a-Hundred Hero Tales.) 

Legendary and Historical Tales . 

Bell of Atri. 

(In Baldwin, Fifty Famous Stories; Longfellow, 
Tales of a Wayside Inn.) 

Black Douglas. 

(In Baldwin, Fifty Famous Stories; Scott, Tales of 
a Grandfather.) 

Bruce and the Spider. 

(In Baldwin, Fifty Famous Stories; Scott, Tales of 
a Grandfather.) 

King Alfred and the Cakes. 

(In Baldwin, Fifty Famous Stories; Escott-Inman, 
Wulnoth the Wanderer.) 


Appendix 


a8i 


Little Hero of Harlem. 

(In Blaisdell, Child Life in Many Lands; Bryant, 
How to Tell Stories to Children; Dodge, Hans 
Brinker.) 

Sword of Damocles. 

(In Baldwin, Fifty Famous Stories.) 

William Tell. 

(In Baldwin, Fifty Famous Stories.) 

The following story cycles are arranged in order of 

telling . 

Norse Myths . 

Valhalla and its Gods. 

Iduna and her Apples. 

Sif’s Hair. 

Thor and the Frost Giants. 

Thor and the Midgard-Serpent. 

Death of Baldur the Beautiful. 

The Binding of the F'enris Wolf. 

Loki’s Punishment. 

(In Baldwin, Story of Siegfried; Brown, In the 
Days of Giants; Mabie, Norse Stories.) 

Siegfried. 

Forging of the Sword Balmung. 

Choosing of Grani the Horse. 

Slaying of Fafnir the Dragon. 

Awakening of Brynhild. 


282 


Appendix 


Kriemhild’s Dream and Siegfried’s Wooing. 
Siegfried’s Death. 

(In Baldwin, Story of Siegfried; McSpadden, 
Stories from Wagner; Morris, Sigurd the Volsung. 

The Faerie Ffueene. 

Quest of the Red Cross Knight. 

Una and the Lion. 

The Red Cross Knight and the Dragon. 

Sir Guyon’s Search for the Bower of Earthly 
Bliss. 

Adventures of Britomart. 

Britomart and Amoret. 

Fair Florimell. 

Adventures of Sir Artegall. 

Quest of the Blatant Beast. 

(In Macleod, Stories from the Faerie Queene; 
Royde-Smith, Una and the Red Cross Knight; 
Spenser, Faerie Queene.) 

Tales from Chaucer. 

Palamon and Arcite. 

Faithful Constance. 

Patient Griselda. 

The Rocks Removed. 

(In Chaucer, Canterbury Tales; Darton, Tales of 
the Canterbury Pilgrims; McSpadden, Stories from 
Chaucer.) 


Appendix 


283 


King Arthur Legends . 

Coming of Arthur. 

The Knights of the Round Table. 

Adventure of Gareth. 

Geraint and the Fair Enid. 

The Dolorous Stroke. 

Lancelot and Elaine. 

Quest of Sir Percival. 

Sir Galahad and the Achievement of the Holy 
Grail. 

Passing of Arthur. 

(In Lanier, Boy’s King Arthur; Pyle, King Arthur 
Series; Stevens and Allen, Stories from Malory’s 
King Arthur; Tennyson, Idylls of the King.) 

Charlemagne and his Paladins . 

Adventures of Ogier the Dane. 

The Sons of Aymon. 

Malagis the Magician. 

A Roland for an Oliver. 

Reinold’s Journey to Cathay. 

Roland in the Gardens of Falerina. 

Bradamant the Warrior Maiden. 

Battle of Roncevalles. 

(In Butler, Song of Roland; Baldwin, Story of 
Roland; Church, Stories of Charlemagne; Marshall, 
Stories of Childe Roland.) 


HOW TO PROCURE BOOKS 
THROUGH THE PUBLIC LIBRARY 

The problem of procuring books is simplified 
for the city or town mother. She has the varied 
stock of the shops to choose from, and she may 
see and select her purchases. In case her commu¬ 
nity supports a children’s department of the public 
library she may draw her reading from there, or she 
may consult the library expert in children’s read¬ 
ing, who will gladly make suggestions as to what 
are the best books for children on any given 
subject. 

The progressive modern library not only sup¬ 
ports a well organized children’s department, but 
it publishes carefully selected lists of best books 
for children, and special lists of books suitable for 
Christmas gifts; the last being accompanied by 
exhibits of the books themselves, placed in the 
library where parents may examine them at their 
leisure. These exhibits are of great value to parents 
and teachers and keep them in touch with the best 
new books for children and with choice editions 
and fine illustrators. 

The mother of the rural community who has 
no opportunity to examine children’s books may 


Appendix 


285 

get excellent expert advice by writing to her state 
library commission, or to the nearest large library 
employing expert help. 

Thirty-five states have library commissions. 
The functions of these institutions are to encour¬ 
age the establishment of libraries in those com¬ 
munities which are able to support them; to help 
in the organization and development of new li¬ 
braries ; to send out traveling libraries, especially 
to rural communities, loaning them to study-clubs, 
schools, granges, small libraries, and to groups of 
persons who are willing to be responsible for the 
proper housing of the books and to allow their 
neighbors to use them. Some of the commissions 
will, on request, send their librarians to speak on 
books and reading or library matters, before town 
board meetings, teachers* associations, study-clubs, 
normal classes and agricultural meetings. 

Many of the commissions publish helpful lists 
of books; make out free, on application, study- 
club programmes, and children’s book lists ; loan 
books to individuals who are out of reach of 
a library centre; and give advice on children’s 
books and reading, as well as on ways and means 
of establishing new libraries. Some of the com¬ 
missions publish periodical bulletins giving library 
news of their states and lists of good books on 
many topics. The present writer does not know 
how many states publish bulletins, but exceedingly 


286 


Appendix 


useful ones are issued by California, Indiana, New 
York, Pennsylvania, Vermont, and Wisconsin. 
These are distributed free to libraries or may be had 
by them for a nominal sum, practically covering 
postage. Parents wishing to keep up with the best 
of new books, not only for children but for adults, 
will find most useful the w Book List ” published by 
the American Library Association. It is published 
monthly (except in July and August) and lists cur¬ 
rent books recommended by experts in the different 
fields of literature. The books are reviewed with 
brief but most useful annotations. This periodical 
may be obtained for one dollar a year by application 
to the Secretary at the American Library Associa¬ 
tion Headquarters, 78 East Washington Street, 
Chicago, Illinois. 

No mother need hesitate about making use of 
the opportunities offered by the library commission 
of her state, for like the public school system it is 
supported by taxation. The appropriations, how¬ 
ever, in many states are utterly inadequate to carry 
on such an important and widely-influential educa¬ 
tional work. Some states appropriate fifteen hun¬ 
dred dollars a year to carry on the entire work — 
including salaries, maintenance of system and pur¬ 
chase of books. Other states vote more generous 
appropriations. Any woman’s club or individual 
interested in promoting this great movement, which 
carries books into rural districts and to the isolated 


Appendix 


287 

farms, will find most interesting and valuable read¬ 
ing in the u League of Library Commissions 
Handbook,” compiled by C. F. Baldwin, Secretary 
of the Minnesota Public Library Commission, 
whose address is given below. 

The data given here are tabulated from answers 
to a questionnaire sent out to thirty-five states hav¬ 
ing library commissions or kindred organizations. 
Thirty-one states responded, one of which ex¬ 
plained that it had no funds with which to carry 
on the work reported below. The data given here 
do not show the wide extent of the work as done 
by the different commissions; they merely cover 
those activities of immediate interest to mothers 
and to study clubs. 

ADDRESS LIST OF STATE LIBRARY 
COMMISSIONS 

California State Library. 

The California State Library is active in promoting 
a system of county libraries throughout the state. 
These libraries serve their communities in the same 
way as do the commissions of other states. Individ¬ 
uals may borrow books from their county libraries, 
arrangements being made with the county librarians. 
Individuals not having a county library may borrow 
books from the State Library. Application should be 
made, if possible, through a public library or other 
educational institution, or in lieu of this a fee of 
five dollars may be deposited with the State Library. 


288 


Appendix 


This fee is returned to the reader when he is through 
with the books. The State Library also loans books 
to study clubs, on application through a public 
library or on a request signed by two tax-payers and 
the judge of the Superior Court. Borrowers pay 
transportation both ways. The county librarians and 
the State Library assistants are glad to answer ques¬ 
tions on children’s books and reading. 

Address: State Librarian, 

Sacramento, California. 

Colorado Traveling Library Commission . 

This commission sends books to individuals and to 
study clubs. Arrangements for these may be made 
with the official in charge. The Colorado Federation 
of Women’s Clubs originally organized the commis¬ 
sion and now cooperates with it. 

Address: Clerk of Traveling Library Commission, 
The Capitol, 

Denver, Colorado. 

Connecticut Public Library Committee . 

Books are loaned to study clubs and to individuals. 
Borrowers pay transportation one way. The com¬ 
mission runs a book-wagon in five towns, having no 
library centres, and delivers books at the farms. It 
also publishes lists of books and pictures loaned by 
the Connecticut Society of Colonial Dames of Amer¬ 
ica. The official in charge gladly answers letters ask¬ 
ing for advice on children’s books and reading. 
Address: Library Visitor of Public Library Com¬ 
mittee. 

State House, 

Hartford, Connecticut. 


Appendix 


289 


Illinois Library Extension Commission. 

The work of this commission is new. At present 
it does not lend books to individuals, but will send 
boxes of books to study clubs, the borrowers paying 
transportation both ways. The official in charge will 
gladly answer letters asking for advice on children’s 
books and reading. 

Address: Organizer of Library Extension Com¬ 
mission, 

Decatur, Illinois. 

Indiana Public Library Commission. 

Individuals may borrow books from this commission 
by applying through a public library, and paying 
transportation both ways. It also lends books and study 
club outlines to study clubs, applying through a pub¬ 
lic library or presenting proper credentials; and helps 
them to prepare programmes, making a specialty of 
study programmes on children’s literature. It sup¬ 
plies free catalogues of children’s books, and lends 
to public libraries, on request, sample collections of 
the best books for children, suitable for holiday gifts. 
Clubs and libraries borrowing books pay transporta¬ 
tion both ways. Questions and letters in regard to 
children’s books and reading are gladly answered by 
the librarians of the commission. 

Address: Secretary of Public Library Commission, 
104 State House, 

Indianapolis, Indiana. 

Iowa Library Commission. 

On the presentation of proper credentials this com¬ 
mission lends books to groups of ten tax-payers, 
farmers’ clubs, women’s study clubs, debating 
teams, individual readers, and blind readers. The 


290 


Appendix 


borrowers pay transportation both ways. The com¬ 
mission publishes free lists of books helpful to mo¬ 
thers, also lists of pictures loaned by the institution; 
and gladly answers letters asking for advice on child¬ 
ren’s books and reading. 

Address: Secretary of Library Commission, 

State Historical Building, 

Des Moines, Iowa. 

Kansas Traveling Library Commission . 

This commission rarely lends books to individuals, 
but sends them to study clubs. Arrangements for 
borrowing books may be made directly with the 
commission. There is no correspondence bureau to 
answer queries about children’s books and read- 
ing. 

Address: Secretary of Traveling Library Commis¬ 
sion, 

State Library, 

Topeka, Kansas. 

Kentucky Library Commission . 

Books are loaned to study clubs, and to farmers and 
other individual readers. Borrowers pay transporta¬ 
tion both ways. The commission librarian is glad to 
answer letters asking for advice on children’s books 
and reading. 

Address: Secretary of Library Commission, 

The Capitol, 

Frankfort, Kentucky. 

Maine Library Commission. 

Books are loaned to an individual or a study club 
presenting an application signed by four responsible 
persons. Borrowers pay transportation both ways 


Appendix 


291 

The commission is always glad to answer letters 
asking advice on children’s books and reading. 
Address: State Librarian, 

Augusta, Maine. 

Maryland , IVashington County Free Library . 

This library serves both adults and children of the 
county through the admirable equipment in its build¬ 
ing at Hagerstown, through a system of deposit sta¬ 
tions, and by means of automobile service, which 
delivers books at the doors of farms. Maryland has 
a state library commission with headquarters at the 
Enoch Pratt Free Library, Baltimore, which serves 
adults but does very little for children. 

Address : Librarian of Washington County Free 
Library, 

Hagerstown, Maryland. 

Massachusetts Free Public Library Commission . 

Massachusetts was the first state to establish a state 
library commission. It renders aid to the libraries 
throughout the state, but does not loan books to in¬ 
dividuals or study clubs. It publishes free lists of 
books helpful to mothers, and is always glad to an¬ 
swer letters asking for advice on children’s books 
and reading. 

Address: Agent of Free Public Library Commission, 
State House, 

Boston, Massachusetts. 

Michigan State Board of Library Commissioners . 

The work of this board is carried on through the 
State Library. By application through a public li¬ 
brary individuals may borrow books. Borrowers pay 
transportation both ways. Books are loaned to study 


29 2 


Appendix 


clubs and boy-scout camps. The commission also 
lends pictures and sample collections of books suit¬ 
able for holiday gifts for children, to libraries and 
schools, and is glad to answer letters asking for ad¬ 
vice on children’s books and reading. 

Address: Secretary of State Board of Library Com- 
missioners, 

State Library, 

Lansing, Michigan. 

Minnesota Public Library Commission . 

Individuals may borrow books on the guarantee of 
a school superintendent or officer, or on the pre¬ 
sentation of other satisfactory credentials. Study 
clubs are supplied with books. Borrowers pay trans¬ 
portation both ways. Sample libraries of books suit¬ 
able for holiday gifts for children are loaned to libra¬ 
ries and study clubs, and a catalogue, “ Children’s 
Books for Christmas Gifts,” is sent free on applica¬ 
tion. The commission makes a specialty of books for 
children and is glad to answer letters asking for ad¬ 
vice on children’s books and reading. 

Address: Secretary of Public Library Commission, 
The Capitol, 

St. Paul, Minnesota. 

Alissouri Library Commission. 

This commission lends books to teachers, and occa¬ 
sionally to other individuals, on the presentation of 
satisfactory credentials. Borrowers pay transportation 
both ways. The commission publishes lists of use to 
mothers, and is glad to answer letters asking for ad¬ 
vice on children’s books and reading. 

Address: Secretary of Library Commission, 

Capitol Annex, 

Jefferson City, Missouri. 


Appendix 


293 


Nebraska Public Library Commission. 

, Books are loaned freely to Individuals and to study 
clubs. Borrowers pay transportation both ways. The 
commission is always glad to answer any letters and 
to make suggestions about children’s books and read¬ 
ing, and to lend copies of good catalogues of child¬ 
ren’s books. 

Address: Secretary of Public Library Commission, 
The Capitol, 

Lincoln, Nebraska. 

New Hampshire State Library Commission. 

Books are loaned to individuals presenting satisfactory 
credentials, also to study clubs. Borrowers pay 
transportation both ways. Letters asking advice on 
children’s books and reading are gladly answered by 
the commission. 

Address: Secretary of State Library Commission, 
State Library, 

Concord, New Hampshire. 

New ^Jersey Public Library Commission. 

Individuals may borrow books by signing receipt for 
same, and by paying transportation one way. Books 
are loaned to study clubs on the payment of a fee of 
two dollars a year. Lists helpful to mothers are fur¬ 
nished free, and the commission answers letters ask¬ 
ing for advice on children’s books and reading. 
Address: Organizer of Public Library Commission, 
State Library, 

Trenton, New Jersey. 

New York State Library. 

New York was the first state to establish traveling 
libraries. Through its State Library, by means of 


294 


Appendix 


the Home Education Division, it carries on a wide¬ 
spread system. Individuals having no easy access to 
a public library may borrow ten books for the fee of 
one dollar. The Library gives preference to the 
rural home. Study clubs may borrow twenty-five 
volumes for the fee of two dollars, and one dollar 
for each additional twenty-five volumes, when sent 
in the same shipment. A specialty is made of books 
for children, and lists of good juvenile books are sup¬ 
plied free. The State Library assistants are glad to 
answer letters asking for advice on children’s books 
and reading, and also to render assistance in select¬ 
ing and making programmes for study clubs. 
Address: State Librarian, 

State Library, 

Albany, New York. 

North Carolina Library Commission . 

This commission loans books to study clubs on re¬ 
ceiving a signed agreement to return books promptly 
and to pay transportation both ways, and occasion¬ 
ally lends books to individuals. It supplies lists help¬ 
ful to mothers and is always glad to answer letters 
asking for advice on children’s books and reading. 
Address: Secretary of Library Commission, 

State House, 

Raleigh, North Carolina. 

North Dakota Public Library Commission . 

Books are loaned to individuals and to study clubs, 
borrowers paying transportation both ways. The 
commission is glad to answer letters asking for ad¬ 
vice on children’s books and reading. 

Address: Secretary of Public Library Commission, 
The Capitol, 

Bismarck, North Dakota. 


Appendix 


295 


Ohio Board of Library Commissioners . 

Individuals and study clubs may borrow books by 
making arrangements with the commission. Bor¬ 
rowers pay transportation both ways. Sample libra¬ 
ries of books suitable for holiday gifts for children are 
loaned, transportation being paid by the borrower. 
Lists of books helpful to mothers are furnished free, 
and letters asking for advice on children’s books and 
reading are gladly answered. 

Address: Library Organizer of Ohio, 

State Library, 

Columbus, Ohio. 

Oregon Library Commission. 

Books are loaned to individuals who apply through 
a public library, school, or other permanent organ¬ 
ization. Books are also loaned to study clubs. Bor¬ 
rowers pay transportation both ways. The commis¬ 
sion lends pictures, and dialogues and plays, and 
issues free lists of books suitable for holiday gifts for 
children, and sends to any school, on request, a 
sample collection of books for children. It also gladly 
answers letters asking for advice on children’s books 
and reading. 

Address: Secretary of Library Commission, 

State House, 

Salem, Oregon. 

4 

Pennsylvania Free Library Commission. 

Loans books to individuals and study clubs. Arrange¬ 
ments must be made with the commission. Letter* 
asking for advice on children’s books and reading are 
answered. 


Appendix 


296 

Address: Secretary of Free Library Commission, 
State Library, 

Harrisburg, Pennsylvania. 

Rhode Island Department of Education — State Com¬ 
mittee on Libraries. 

Books are loaned to teachers studying for examin¬ 
ations, and to study clubs. Arrangements for these 
must be made with the librarian in charge, who is 
glad to answer letters asking for advice on children’s 
books and reading. 

Address: Library Visitor, 

455 Cranston Street, 

Providence, Rhode Island. 

Tennessee Free Library Commission. 

Books on home economics are loaned to individuals 
who apply through a library, or present an applica¬ 
tion signed by a school officer of the district. Books 
are loaned to study clubs on an application signed by 
officers of the club. Borrowers pay transportation 
both ways. Lists of books helpful to mothers are sup¬ 
plied free, and a sample library of books suitable for 
holiday gifts for children is loaned, on request. 
Letters asking for advice on children’s books and 
reading are answered gladly. 

Address: General Secretary of Free Library Com* 
mission, 

Carnegie Library, 

Nashville, Tennessee. 

Texas Library and Historical Commission . 

The work of this commission is carried on through 
the State Library. Books not rare or likely to be 
immediately needed in the library are loaned to in* 


Appendix 


<191 

dividuals properly vouched for. Books are loaned to 
study clubs on the same arrangements. Borrowers 
pay transportation both ways. A collection of lists 
compiled by other libraries and commissions is loaned 
on request. 

Address: State Librarian, 

Austin, Texas. 

V?rmont Board of Library Commissioners. 

Books are loaned to study clubs and occasionally to 
individuals. Borrowers pay transportation both ways. 
This commission makes a specialty of school libra¬ 
ries for rural districts, and is glad to answer letters 
asking for advice on children’s books and reading. 
Address: Secretary of Board of Library Commis¬ 
sioners, 

State House, 

Montpelier, Vermont. 

Virginia State Library. 

This library does the work of a library commission. 
It loans books to individuals and to study clubs pre¬ 
senting proper credentials. Borrowers pay transport¬ 
ation both ways. It also answers letters asking for 
advice on children’s books and reading. 

Address: State Librarian, 

Richmond, Virginia. 

Washington State Library Commission. 

Books are loaned to individuals and to study clubs. 
Arrangements must be made with the commission, 
which institution is always ready to answer letters 
asking for advice on children’s books and reading. 
Address: Secretary of State Library Commission, 
State Library, 

Olympia, Washington. 


298 Appendix 

Wisconsin Free Library Commission . 

Books arc loaned to study clubs. Special arrange¬ 
ments are made for small rural communities, out of 
reach of any library centre, whereby four collections 
of thirteen books each are placed in four families 
living in the same district but not near to each other. 
These collections are loaned with the understanding 
that neighboring families may use them. When the 
books are read through the collections are exchanged 
from one family to another; this is repeated until 
each family, and its neighbors, have had the entire 
fifty-two volumes. Arrangements for these rural 
traveling libraries must be made through the nearest 
local library. Where foreign books are needed the 
commission furnishes German, Norwegian, Swedish, 
Bohemian, Danish, Polish and Yiddish books. Bor¬ 
rowers pay transportation both ways. The commis¬ 
sion makes and furnishes free, on request, lists of 
books for mothers, and answers letters asking advice 
on children’s books and reading, and sends to libra¬ 
ries, on request, sample collections of books suitable 
for holiday gifts for children. 

Address: Secretary of Free Library Commission, 
The Capitol, 

Madison, Wisconsin. 


HOW TO PROCURE CHILDREN’S 
BOOKS BY PURCHASE 

This problem, as we have seen, is an extremely 
simple one for the city mother who may consult 
the public library expert in children’s literature and 
examine the varied stock of the bookshops. But 
the mother who lives at a distance from book¬ 
shops must often make her purchases by mail. 
She should, as far as possible, buy through the 
nearest bookseller; in this way she will gain the 
benefit of lower prices on some books than are listed 
in the publishers’ catalogues. She may also order 
through one of the large bookdealers who are 
agents for all publishers, and who carry on mail¬ 
order departments. Some dealers make a specialty 
of second-hand and bargain books. These latter 
books are the odds and ends of stock, u remain¬ 
ders ” as they are called, bought new from the pub¬ 
lishers and sold by the dealers for prices lower than 
those listed in the catalogues. 

Houghton Mifflin Company, having a list of the 
booksellers throughout the country, if applied to 
will gladly give the necessary information to assist 
the out-of-town buyer in more readily obtaining 
the books desired. 

Catalogues giving prices and descriptions of 


300 Appendix 

books may be had free on application to the pub¬ 
lishers. 

A beautiful book gives more pleasure, and more 
surely whets the reader’s appetite than does the 
same reading matter bound in gloomy covers and 
printed in small type. Therefore many fine editions 
are quoted here. As these are costly, some durable 
and cheaper editions are listed also. Among these 
latter are the “ Everyman’s Library Series,” which 
comes in three forms: cloth-bound volumes at .35 
each; cloth-bound, with specially strong binding, 
at .50 each ; and with red leather covers at .70 
each. Only the leather-bound volumes of this series 
are listed here, but the same works and many other 
classics may be bought in the cheaper editions of 
“Everyman’s.” The “Riverside Literature Series” 
is printed in clear type, on good paper, and bound 
strongly in linen. This series offers much fine lit¬ 
erature in durable and appropriate form at a com¬ 
paratively cheap price — usually 25 cents a volume. 
“ The Modern Classics ” are very attractive, in¬ 
expensive pocket-size volumes. They include, for 
the most part, whole poems, essays, sketches, and 
stories. Almost all the volumes are illustrated and 
each is bound in crimson cloth. “The Heath 
Home and School Classics” are for younger child¬ 
ren and are illustrated, printed in good type, and 
bound in cloth. “The Ariel Booklets” are attract¬ 
ive small red-leather gift-books. Publications of 


Appendix 


301 


the American Book Company and of Ginn and 
Company are durably bound, but as a rule have 
text-book covers. 

The works of Scott, Dickens, Thackeray, and 
other novelists, poets, and story-writers for child¬ 
ren come in exceedingly cheap form. Catalogues 
of these publications may be procured from the pub¬ 
lishers on application. Parents should realize, how¬ 
ever, that exceedingly cheap books are, as a rule, 
unattractive in printing, binding, and illustrations, 
and that they are not durable. For these reasons as 
few as possible of these cheaper publications are 
listed here. 


PURCHASE LIST OF CHILDREN’S 

BOOKS 

FOR CHILDREN AND YOUNG PEOPLE 
FROM ONE TO SIXTEEN YEARS 
OF AGE 

Figures inclosed in parentheses, following titles y refer to 
the pages in this volume where may be found notices of the 
books. A few of the books listed are out of print and may 
be procured through second-hand dealers. These books are 
marked o. p. 

Aanrud. Lisbeth Longfrock (p. 189). Ginn, .40. 

Abbott. Madame Roland (p. 213). Harper, .50. 

Abbott. Marie Antoinette (p. 213). Harper, .50. 

Abbott. Peter the Great (p. 216). Harper, .50. 

Adams, Andy. Wells Brothers (p. 195). Houghton, $1.20. 
Adams, J. H. Harper’s Electricity Book for Boys (p. 236). 
Harper, $1.75. 

Adams, J. H. Harper’s Machinery Book for Boys (p. 237). 
Harper, $1.75. 

Adams, J. H., and others. Harper’s Outdoor Book for Boys 
(p. 238). Harper, $1.75. 

Addison and Steele. Sir Roger de Coverley Papers (p. 165). 

Riverside Literature Series, Houghton, .40. 

Adelborg. Clean Peter (p. 54). Longmans, $1.25. 
iEsop. Fables, edited by Joseph Jacobs (p. 89). Cranford 
Edition, Macmillan, $1.50. 

Alcott. Stories (p. 156). Little, $1.50 each, except Old- 
Fashioned Thanksgiving. Little, $1.00. 

Alden, R. M. Why the Chimes Rang (p. 98). Bobbs, $1.25. 
Alden, W. L. New Robinson Crusoe (p. 196). Harper, .60. 
Aldrich. Baby Bell, and Other Verse and Prose (p. 140). 

Riverside Literature Series, Houghton, paper, .15. 
Aldrich.. Story of a Bad Boy (p. 158). Houghton, $1.25; 
Holiday Edition, illustrated by Frost, Houghton, $2.00. 


Appendix 


3°3 


Alexander. Sunday Book of Poetry (p. 270). Golden Treas¬ 
ury Series, Macmillan, £1.00. 

Ambrosi. When I was a Girl in Italy (p. 215). Lothrop, .75. 

Amicis. Cuore (p. 154). Crowell, .75. Same book published 
under title “Heart,” Crowell, .50. 

Andersen. Fairy Tales (p. 94). Illustrated by Pedersen and 
Stone, 2 volumes, Houghton, $1.00 each. 

Same. Translated by Mrs. Lucas, illustrated by T. C. and 
W. Robinson, Dutton, $2.50. 

Same. Illustrated in color by Helen Stratton, Dodge, $1.50. 

Same. Illustrated by Tegner, Centenary Edition, Century, 
$5.00. 

Andrews. Seven Little Sisters (p. 220). Ginn, .50. 

Andrews. Stories Mother Nature Told (p. 250). Ginn, .50. 

Andrews. Ten Boys (p. 220). Ginn, .50. 

Animal Stories Retold from St. Nicholas (p. 251). 6 volumes, 
Century, .65 each. 

Arabian Nights’ Entertainments (p. 87). Edited by Dixon, 
illustrated by Batten, Putnam, #2.50. 

Same. Edited by Wiggin and Smith, illustrated by Max- 
field Parrish, Scribner, $2.50. 

Same. Edited by E. E. Hale, Ginn, .45. 

Arnold. Sohrab and Rustum (p. 123). Riverside Literature 
Series, Houghton, .25. 

Asbjornsen. Fairy Tales from the Far North (p.91). Burt, .62. 

Aspinwall. Short Stories for Short People (p. 97). Dutton, 
$1.50. 

Aulnoy. Fairy Tales (p. 95). McKay, $1.25. 

Austen. Novels (p. 163). Illustrated in color by C. E. 
Brock, Dutton, $2.00 each. 

Same. Everyman’s Library, Dutton, leather, .70 each. 

Austin. Basket Woman (p. 87). Houghton, $1.50. 

Aytoun. Lays of the Scottish Cavaliers (p. 141). Scribner, 
$1.40. 

Same. Bound together with Macaulay’s “Lays of Ancient 
Rome,” Modern Classics, Houghton, .40. 


Baby’s Book of Trains and Ships (p. 5 2 )* Dutton, $1.50. 
Bacon. Songs Every Child Should Know (p. 144). Double¬ 
day, .90. 

Baker., E. A. Youngsters of Centerville (p. 196). Holt, 
$1.50. 

Baker, R. S. Boys’ Book of Inventions (p. 242). Doubleday, 
$2.00. 


Appendix 


3 ° 4 

Baker, R. S. Boys’ Second Book of Inventions (p. 242). 
Doubleday, $1.60. 

Baldwin. American Book of Golden Deeds (p. 221). Ameri- 
can Book Company, .50. 

Baldwin. Fifty Famous Stories Retold (p. 64). American 
Book Company, .35. 

Baldwin. Story of Roland (p. 126). Illustrated by Reginald 
Birch, Scribner, $1.50. 

Baldwin. Story of Siegfried (p. 122). Illustrated by Howard 
Pyle, Scribner, $1.50. 

Baldwin. Story of the Golden Age (p. 127). Illustrated by 
Howard Pyle, Scribner, $1.50. 

Baldwin. Thirty More Famous Stories Retold (p. 221). 
American Book Company, .50. 

Baldwin. Wonder-Book of Horses (p. 93). Century, .75. 

Ball. Star-Land (p. 244). Ginn, #1.00. 

Ballantyne. Coral Island (p. 187). Everyman’s Library, 
Dutton, leather, .70. 

Banner. Household Sewing (p. 235). Longmans, .90. 

Bannerman. Little Black Sambo (p. 65). Stokes, .50. 

Barbour. Half-Back (p. 194). Appleton, $1.50. 

Barbour. Weatherby’s Innings (p. 194). Appleton, $1.50. 

Barr. Michael and Theodora (p. 193). o. p. 

Barr. Trinity Bells (p. 193). Dodd, $1.50. 

Bartlett. Forest Castaways (p. 194). Century, $1.50. 

Baskett. Story of the Fishes (p. 247). Home-Reading Books, 
Appleton, .75. 

Bass. Lessons for Beginners in Reading (p. 63). Heath, .25. 

Bassett. Story of Lumber (p. 248). Penn, .75. 

Bates. Ballad Book (p. 119). Sibley, .50. 

Bayliss. In Brook and Bayou (p. 249). Appleton, .60. 

Baylor. Juan and Juanita (p. 188). Houghton, $1.50. 

Bealby. Peeps at Many Lands, Canada (p. 211). Mac¬ 
millan, .55. 

Beard, D. C. American Boys’ Handy Book (p. 236). Scrib¬ 
ner, $2.00. 

Beard, D. C. Boat-Building and Boating (p. 237). Scribner, 
$1.00. 

Beard, D. C. Field and Forest Handy Book (p. 237). Scrib¬ 
ner, $2.00. 

Beard, L. and A. B. American Girl’s Handy Book (p. 235). 
Scribner, $2.00. 

Beard, L. and A. B. Little Folks’ Handy Book (p. 234). 
ScHbner, .75. 


Appendix 


305 

Bellamy. Century of Charades (p. 239). Houghton, $1.00. 

Bennett. Master Skylark (p. 189). Century, $1.50. 

Benton. See Burrell. 

Beowulf. Translated by Child (p. 121). Riverside Literature 
Series, Houghton, .25. 

Bertelli. Prince and his Ants (p. 97). Holt, $1.35. 

Bible (p. 268). Old and New Testament bound together. 
Number 01500, Oxford, $1.10. 

Same. Number 01603X, Oxford, India paper, $5.00. 

Same. Number 114, American Bible Society, leather, .85. 

Same. Number 208, American Bible Society, .23. 

Bible. New Testament (p. 268). Number 0288X, Oxford, 
leather, India paper, $5.00. 

Same. Number 0262, Oxford, leather, $1.45. 

Same. Number 0255, Oxford, .50. 

Same. Number 300, American Bible Society, .15. 

Bible, Proverbs (p. 268). Number 452, Pocket Edition, Ameri¬ 
can Bible Society, leather, .35. 

Same. Number 454, American Bible Society, .06. 

Bible, Psalms (p. 268). Number 08, Oxford, leather, .80. 

Same. Number 436, American Bible Society, .10. 

Bigham. Mother Goose Village (p. 65). Rand, .75. 

Blackmore. Lorna Doone (p. 162). Luxembourg Edition, 
Crowell, $1.50. 

Blaisdell. Child Life (p. 62). Macmillan, Primer, .25; First 
Reader, .25; Second Reader, .35; Third Reader, .36. 

Blake. Songs of Innocence (p. 138). Mosher, Japan vellum 
covers, #1.00. 

Same. Flowers of Parnassus Series, Lane, leather, .75. 

Bolton. Lives of Girls Who Became Famous (p. 220). 
Crowell, $1.50. 

Bolton. Lives of Poor Boys Who Became Famous (p. 220). 
Crowell, $1.50. 

Bonn. Der Alte Bekannte (p. 54). Illustrated by Oscar 
Pletsch, Brentano’s, .65. 

Bonn. Hausmiitterchen (p. 54). Illustrated by Oscar 
Pletsch, Brentano’s, .75. 

Bonn. Was Willst Du Werden (p. 54). Illustrated by Oscar 
Pletsch, Brentano’s, #1.15* 

Bostock. Training of Wild Animals (p. 243). Century, $1.00. 

Boutet de Monvel. Joan of Arc (p. 53). Illustrated by au¬ 
thor. French text, Brentano’s, $2.35; English text, 
Century, $3.50. 

Bouvet. Sweet William (p. 194)* McClurg, $1.25. 


Appendix 


306 

Boyesen. Against Heavy Odds (p. 186). Scribner, $1.25. 
Boyesen. Boyhood in Norway (p. 186). Scribner, $1.25. 
Boyesen. Modern Vikings (p. 186). Scribner, $ 1.25. 
Boyesen. Norseland Tales (p. 186). Scribner, $1.25. 

Boy Scouts of America. Official Handbook (p. 238). Double¬ 
day, .50. 

Breck. Wilderness Pets at Camp Buckshaw (p. 244). Hough¬ 
ton, $1.50. 

Brewster. Swimming (p. 238). Houghton, #1.00. 

Brigham. Box Furniture (p. 236). Century, $1.60. 

Bronte. Jane Eyre (p. 161). Colored illustrations by Ed¬ 
mund Dulac, Dutton, $1.00. 

Brooke. Golden Goose Book (p. 64). Illustrated by L. Leslie 
Brooke, Warne, $2.00; bound in four separate volumes, 
.50 each. 

Brooke. House in the Wood (p. 65). Illustrated by L. Leslie 
Brooke, Warne, $1.35. 

Brooke. Johnny Crow’s Garden (p. 56). Illustrated by L. 
Leslie Brooke, Warne, $1.00. 

Brooke. Johnny Crow’s Party (p. 57). Illustrated by L, 
Leslie Brooke, Warne, $1.00. 

Brooks, E. S. Boy of the First Empire (p. 187). Century, #1.50. 
Brooks, E. S. Historic Boys (p. 220). Putnam, $1.25. 
Brooks, E. S. Historic Girls (p. 220). Putnam, $1.25. 
Brooks, E. S. Master of the Strong Hearts (p. 193). Dutton, 
$1.50. 

Brooks, E. S. Swordmaker’s Son (p. 271). Century, $ 1 . 50 . 
Brooks, E. S. True Story of Abraham Lincoln (p. 217). 
Lothrop, $1.50. 

Brooks, E. S. True Story of Christopher Columbus (p. 218). 
Lothrop, $1.50. 

Brooks, E. S. True Story of George Washington (p. 217). 
Lothrop, $1.50. 

Brooks, E. S. True Story of U. S. Grant. Lothrop, $1.50. 
Brooks, Noah. Boy Emigrants (p. 187). Scribner, $1.25. 
Brooks, Noah. Boy Settlers (p. 187). Scribner, $1.25. 
Brooks, Noah. Story of Marco Polo (p. 220). Century, $1.50. 
Brown, A. F. Book of Saints and Friendly Beasts (p. 92). 
Houghton, $1.25. 

Brown, A. F. Brothers and Sisters (p. 185). Houghton, £1.00. 
Brown, A. F. Christmas Angel (p. 185). Houghton, .60. 
Brown, A. F. Curious Book of Birds (p. 93). Illustrated by 
E. Boyd Smith, Houghton, $1.10. 

Brown, A. F. Friends and Cousins (p. 185). Houghton, $1.00. 


Appendix 


3°7 

Brown, A. F. In the Days of Giants (p. 91). Houghton, $1.00. 

Brown, A. F. Pocketful of Posies (p. 138). Houghton, $1.00. 

Brown, A. F. Star Jewels (p. 97). Houghton, $1.00. 

Brown, H. D. Her Sixteenth Year (p. 186). Houghton, $ 1 . 00. 

Brown, H. D. Little Miss Phoebe Gay (p. 186). Houghton, 
$1.00. 

Brown, H. D. Two College Girls (p. 190). Houghton, #1.25. 

Brown, Dr. John. Rab and his Friends (p. 165). Modern 
Classics, Houghton, .40. 

Browne. Granny’s Wonderful Chair (p. 95). Everyman’s 
Library, Dutton, leather, .70. 

Browning. Pied Piper of Hamelin (p. 55). Illustrated by 
Kate Greenaway, Warne, $1.50. 

Same. Illustrated by Hope Dunlap, Rand, $1.25. 

Bryant, S. C. How to Tell Stories to Children (p. 241). 
Houghton, $1.00. 

Bryant, W. C. Thanatopsis, and Other Poems (p. 142). 
Riverside Literature Series, Houghton, .25. 

Bulwer-Lytton. Last Days of Pompeii (p. 161). Luxem¬ 
bourg Edition, Crowell, $1.50. 

Bulwer-Lytton. Last of the Barons (p. 161). Everyman’s 
Library, Dutton, leather, .70. 

Bulwer-Lytton. Rienzi (p. 161). Luxembourg Edition, 
Crowell, $1.50. 

Bunyan. Pilgrim’s Progress (p. 271). Illustrated by Byam 
Shaw, Scribner, $2.50. 

Same Illustrated by the Brothers Rhead, Century, $1.50. 

Same. Riverside Literature Series, Houghton, .40. 

Burgess. Goops and How to be Them (p. 56). Stokes, $1.50. 

Burnett. Editha’s Burglar (p. 193). Estes, .50. 

Burnett. Little Lord Fauntleroy (p. 193). Illustrated by 
Reginald Birch, Scribner, £1.25. 

Burnett. Sara Crewe (p. 189). Scribner, $1.25. 

Burney. Evelina (p. 160). Illustrated by Hugh Thomson, 
Cranford Edition, Macmillan, $2.00. 

Same. Everyman’s Library, Dutton, leather, .70. 

Burns. Poems and Songs (p. 142). Everyman’s Library, 
Dutton, leather, .70. 

Same. Bound together with Favorite Poems by Scott, 
Modern Classics, Houghton, .40. 

Burrell. Little Cookbook for a Little Girl. Estes, .75. 

Burrell. Saturday Mornings. Estes, .75. 

Burroughs, John. Bird Stories from Burroughs (p. 245). 
Houghton, .80. 


308 Appendix 

Burroughs, John. Locusts and Wild Honey (p. 250). Hough¬ 
ton, #1.25. 

Burroughs, John. Squirrels and other Fur-Bearers (p. 243). 
With fifteen colored illustrations after Audubon, 
Houghton, $1.00. 

Burroughs, John. Wake-Robin (p. 250). Houghton, #1.25. 

Burroughs, John. Year in the Fields (p.250). Houghton, $1.50. 

Burroughs, W. D. Wonderland of Stamps (p. 237). Stokes, 
$1.50. 

Burton. Bob’s Hill Series (p. 196). 3 volumes, Holt, first 
volume, $1.25; second and third volumes, $1.50 each. 

Butler. Our Little Mexican Cousin (p. 215). Page, .60. 

Byron. Childe Harold. Crowell, leather, .75. 

Byron. Selected Poems (p. 142). Crowell, .75. 

Caldecott. Picture Books (p. 56). Illustrated by Randolph 
Caldecott, 4 volumes, Warne, $1.25 each. Same in paper 
covers, 16 parts, Warne, .25 each. 

Cambridge Historical Readers (p. 211). 5 volumes, Cam¬ 
bridge University Press, Introductory Reader and 
Primary Book, .40 each; Junior and Intermediate, .60 
each; Senior, .75. 

Camp. Book of Foot-Ball (p. 237). Century, #2.00. 

Campbell. Pleasures of Hope, and Selected Poems (p. 143). 
Modern Classics, Houghton, .40. 

Canavan. Ben Comee (p. 187). Macmillan, $1.50. 

Canfield, Dorothy, and others. What Shall We do Now (p. 
240). Stokes, $1.50. 

Canfield, H. S. Boys of the Rincon Ranch (p. 192). Cen¬ 
tury, $1.00. 

Canton. Child’s Book of Saints (p. 270). Everyman’s 
Library, Dutton, leather, .70. 

Carleton. Dorothy the Motor-Girl (p. 192). Century, $1.50. 

Carlyle. Heroes and Hero-Worship (p. 165). Riverside 
Literature Series, Houghton, .50. 

Same. Temple Classics, Dutton, leather, .65. 

Carpenter. Hellenic Tales (p. 90.) Little, $1.50; school 
edition, .60. 

Carroll. Alice’s Adventures in Wonderland (p. 93). Illus¬ 
trated by Sir John Tenniel, Macmillan, $1.00. 

Carroll. Through the Looking-Glass (p. 93). Illustrated by 
Sir John Tenniel, Macmillan, $1.00. 

Carry 1 . Davy and the Goblin (p. 94). Illustrated by Bensell, 
Houghton, $1.50. 


Appendix 


309 

Cartwright. Seven Champions of Christendom (p. 127). 
Dutton, .50. 

Cary, Alice and Phoebe. Ballads for Little Folk (p. 136). 
Houghton, #1.50. 

Chance. Little Folk of Many Lands (p. 67). Ginn, .40. 
Chapman. Bird Life (p. 245). Appleton, $2.00. 

Chapman. Color Key to North American Birds (p. 245). 
Appleton, $2.50. 

Chase. Mayken (p. 193). McClurg, #1.00. 

Chaucer. Canterbury Tales (p. 124). The Prologue, The 
Knight’s Tale, and The Nun’s Priest’s Tale. Riverside 
Literature Series, Houghton, .40. 

Same. Prologue and ten tales, modern prose rendering by 
Mackaye, colored illustrations, Duffield, $2.50. 
Chisholm. Old Testament Stories (p. 269). Told to Children 
Series, Dutton, .50. 

Church. Pictures from Greek Life and Story (p. 210). Put¬ 
nam, $1.25. 

Church. Pictures from Roman Life and Story (p. 210). 
Appleton, $1.50. 

Church. Stories from Homer (p. 127). Seeley, $1.25. 
Church. Stories of Charlemagne (p. 126). Macmillan, $1.75. 
Church. Stories of the East (p. 210). Seeley, $1.25. 

Church. Story of the Iliad (p. 127). Macmillan, $1.00. 
Church. Story of the Last Days of Jerusalem (p. 269). 
Seeley, $1.25. 

Church. Story of the Odyssey (p. 127). Macmillan, $1.00. 
Clark. Peeps at Many Lands, Ceylon (p. 213). Macmillan, 

• 55 - 

Clarke. Astronomy from a Dipper (p. 244). Houghton, .60. 
Clement. Stories of Art and Artists (p. 222). Houghton, 
$4.00. 

Coates. Children’s Book of Poetry (p. 135). Winston, $1.34. 
Coburn. Our Little Swedish Cousin (p. 215). Page, .60. 
Cochrane. Four Hundred Animal Stories (p. 251). Lippin- 
cott, $1.25. 

Coffin. Boys of ’76 (p. 217). Harper, $2.00. 

Coffin. Boys of ’61 (p. 217). Estes, $1.00. 

Coffin. Daughters of the Revolution (p. 217). Houghton, 
$1.50. 

Coffin. My Days and Nights on the Battlefield (p. 217). 
Estes, $1.25. 

Coleridge. Golden Book (p. 140). Everyman’s Library, 
Dutton, leather, .70. 


Appendix 


3 l ° 

Coleridge. Rime of the Ancient Mariner, and Selected Poems 
(p. 140). Bound together with Selected Poems by 
Wordsworth, Modern Classics, Houghton, .40. 

Collins. Boys’ Book of Model Aeroplanes (p. 236). Century, 
$1.20. 

Collins. Second Boys’ Book of Model Aeroplanes (p. 236). 
Century, $1.20. 

Collodi. Pinocchio (p. 96). Illustrated by Copeland, Ginn, 
.40. 

Common American and European Insects (p. 246). Colored 
illustrations, Funk, .25. 

Common Butterflies and Moths of America and Europe (p. 
246). Colored illustrations, Funk, .25. 

Comstock, A. B. Ways of the Six-Footed (p. 246). Ginn, .40. 

Comstock, J. H. and A. B. Manual for the Study of Insects 
(p. 246). Comstock Publishing Company, $3.75. 

Coolidge. KatyDid Books (p. 196). 5 volumes, Little, #1.25 
each. 

Cooper. Last of the Mohicans (p. 161). Illustrated by E. 
Boyd Smith, Holt, #1.35. 

Cooper. Leatherstocking Tales (p. 161). Household Edition, 
Houghton, $ 1.00 each. 

Cotes. See Duncan, S. J. 

Cox. Brownie Books (p. 56). 8 volumes, Century, $1.50 
each, except Brownie Clown of Brownietown, Century, 
$1.00. 

Craddock. Young Mountaineers (p.191). Houghton, $1.50. 

Craik. John Halifax (p. 161). Everyman’s Library, Dutton, 
leather, .70. 

Craik. Little Lame Prince (p. 96). Illustrated by Hope 
Dunlap, Rand, $1.25. 

Same. Children’s Favorite Classics, Crowell, .50. 

Crane. Baby’s Own iEsop (p. 54). Illustrated by Walter 
Crane, Warne, #1.50. 

Crane. Picture Books (p. 55). Illustrated by Walter Crane, 
7 volumes, Lane, $1.25 each. Same bound in paper 
covers, 27 parts, .25 each. 

Crane. Pan Pipes (p. 144). Illustrated by Walter Crane, 
Warne, #1.50. 

Cruikshank. Fairy-Book (p. 55). Illustrated by George 
Cruikshank, Putnam, $1.25. 

Curtis. Little Runaways (p. 194). Penn, $1.00. 

Curtis. Story of Cotton (p. 243). Penn, .75. 

Curwood. Wolf Hunters (p. 195). Bobbs, $1.50. 


Appendix 


3 11 


Cutter. Conundrums (p. 239). Paul, .40. 

Cyr. Advanced First Reader (p. 62). Ginn, .28. 

Dalkeith. Little Plays (p. 241). Told to Children Series, 
Dutton, .50. 

Dalkeith. Stories from French History. Dutton, .50. 
Dalton. How to Swim (p. 238). Putnam, $1.00. 

Dana, R. H. Two Years Before the Mast (p. 221)- Illus¬ 
trated in color by E. Boyd Smith, Houghton, $1.50. 
Same. Illustrated in color by Charles Pears, Macmillan, 
# 2 . 00 . 

Dana, Mrs. W. S. How to Know the Wild Flowers (p. 247). 
Scribner, $2.00. 

Dana, Mrs. W. S. Plants and their Children (p. 247). 
American Book Company, .65. 

Dann. Christmas Carols (p. 143). American Book Company, 

• 45 * 

Darton. Tales of the Canterbury Pilgrims (p. 125). Illus¬ 
trated by Hugh Thomson, Stokes, #1.50. 

Darton. Wonder-Book of Old Romance (p. 128). Illustrated 
by A. G. Walker, Stokes, $1.50. 

Daulton. Fritzi (p. 192). Century, $1.50. 

Davidson. Knight Errant (p. 123). Illustrated by H. M. 
Brock. Lippincott, $1.75. 

Davis, C. G. Harper’s Boating Book for Boys (p. 237). 
Harper, $1.75. 

Davis, K. W. Punchinellos,or Pappina (p. 194). Flanagan, .40. 
Davis, M. E.M. Moons of Balbanca (p. 186). Houghton, $1.00. 
Defoe. Robinson Crusoe (p. 158). Illustrated by E. Boyd 
Smith, Houghton, $1.50. 

Same. Illustrated by the Brothers Rhead, Harper, $1.50. 
Same. Including both parts, McLoughlin, $1.00. 
Delacombe. Boys’ Book of Airships (p. 242). Stokes, $ 2.00. 
Dick. Bilberry Wood (p. 54). Brentano’s, $1.50 o. p. 
Dickens. Novels (p. 162). Illustrated by Cruikshank, Phiz, 
Leech and others. Illustrated Library Edition, Hough¬ 
ton, $1.50 each. 

Dickens. Christmas Books (p. 162). Illustrated by C. E. 
Brock, Dutton, $1.00 each. 

Dier. Children’s Book of Christmas (p. 136). Macmillan, 
#1.50. 

Dix. Merrylips (p. 189). Macmillan, $1.50. 

Dodge. Hans Brinker (p. 156). Scribner, $1.50. 

Same. Grosset, .50. 


Appendix 


3 12 

Dodge. Land of Pluck (p. 214). Century, #1.50. 

Dodge. New Baby World (p. 65). Century, $1.50. 

Dodge. When Life is Young (p. 139). Century, $1.25. 
Dodgson. See Carroll. 

Dole. Russian Fairy Book (p. 92). Crowell, $2.00. 

Dole. Young Folks’ History of Russia (p. 216). Saalfield, 
#1.00 o. p. 

Doubleday. Cattle Ranch to College (p. 192). Doubleday, 
$1.25. 

Drummond. Monkey That Would Not Kill (p. 195). Dodd, 
$1.00. 

Drysdale. Beach Patrol (p. 192). Wilde, $1.50. 

Drysdale. Fast Mail (p. 192). Wilde, $1.50. 

Drysdale. Helps for Ambitious Boys (p. 241). Crowell, .75. 
Drysdale. Helps for Ambitious Girls (p. 241). Crowell, .75. 
Du Bois. Lass of the Silver Sword (p. 193). Century, $1.50. 
Du Bois. League of the Signet-Ring (p. 193). Century, $1.50. 
Du Chaillu. Country of the Dwarfs (p. 209). Harper, $1.25. 
Du Chaillu. In African Forest and Jungle (p. 209). Scribner, 
$1.50. 

Du Chaillu. Lost in the Jungle (p. 209). Harper, $1.25. 

Du Chaillu. My Apingi Kingdom (p. 209). Harper, $1.25. 
Du Chaillu. Stories of the Gorilla Country (p. 209). Harper, 
$1.25. 

Dugmore. Bird Homes (p. 245). Doubleday, $2.00. 

Duncan, Frances. When Mother Lets Us Garden (p. 239). 
Moffat, .75. 

Duncan, S. J. Story of Sonny Sahib (p. 186). Appleton, $1.00. 
Dutton. Little Stories of France. American Book Com¬ 
pany, .40. 

Dutton. Little Stories of Germany (p. 214). American Book 
Company, .40. 

Dutton. Tortoise and the Geese (p. 88). Houghton, $1.00. 

Earle. Flag on the Hilltop (p. 194). Houghton, .90. 
Eastman. Indian Boyhood (p. 210). Doubleday, $1.60. 
Ebers. Egyptian Princess (p. 160). Astor Library, Crowell, .60. 
Ebers. Uarda (p. 160). Burt, $1.00. 

Eckstorm. Bird Book (p. 245). Heath, .60. 

Eddy. Friends and Helpers (p. 67). Ginn, .60. 

Edgeworth. Parent’s Assistant (p. 157). Macmillan, .80. 

Same. Illustrated by Hugh Thomson, Stokes, £i.co. 
Eggeling and Ehrenberg. Fresh Water Aquarium (p. 238). 
Holt, $2.00. 


Appendix 


3*3 

Eggleston. History of the United States (p. 218). Appleton, 
$2.50. 

Eggleston. Hoosier School-Boy (p. 188). Scribner, #1.00. 

Eliot. Mill on the Floss (p. 163). Little, $1.00. 

Eliot. Romola (p. 163). Little, $1.00. 

Eliot. Silas Marner (p. 163). Illustrated by Hugh Thomson, 
Cranford Edition, Macmillan, $2.00. 

( Same. Riverside Literature Series, Houghton, .40. 

Elliot. Romance of Savage Life (p. 209). Lippincott, 
gi.50. 

Elliott. Mother Goose Melodies set to Music (p. 143). 
McLoughlin, .50. 

Ellis. Logan the Mingo (p. 193). Dutton, $1.25. 

Ellis. Osceola (p. 193). Dutton, $1.25. 

Elton. Story of Sir Francis Drake (p. 212). Children’s 
Heroes Series, Dutton, .50. 

Escott-Inman. Wulnoth the Wanderer (p. 191). McClurg, 
$1.50. 

Everyman, and Other Miracle Plays (p. 166). Everyman’s 
Library, Dutton, leather, .70. 

Same. Riverside Literature Series, Houghton, .40. 

Ewing. Daddy Darwin’s Dovecot (p. 156). Crowell, .50. 

Ewing. Jackanapes (p. 156). Illustrated by Randolph Calde¬ 
cott, Society for Promoting Christian Knowledge, .40. 

Ewing. Lob Lie-by-the-Fire (p. 156). Illustrated in color, 
Macmillan, $1.00. 

Ewing. Mary’s Meadow (p. 156). Society for Promoting 
Christian Knowledge, .40. 

Ewing. Six to Sixteen (p. 156). Illustrated in color by 
Wheelhouse, Macmillan, $1.00. 

Ewing. Story of a Short Life (p. 156). Little, $1.00. 

Famous Adventures and Prison Escapes of the Civil War (p. 
217). Century, $1.50. 

Field. Love-Songs of Childhood (p. 139). Scribner, $1.00. 

Field. Lullaby-Land (p. 139). Illustrated by Charles Robin¬ 
son, Scribner, $1.50. 

Field. Songs of Childhood (p. 145). Set to music by Reginald 
de Koven and others, Scribner, $1.00. 

Field. With Trumpet and Drum (p. 139). Scribner, $1.00. 

Finnemore. Peeps at Many Lands, England (p. 212). 
Macmillan, .55. 

Finnemore. Peeps at Many Lands, India (p. 211). Macmil¬ 
lan, .55. 


314 Appendix 

Finnemore. Peeps at Many Lands, Italy (p. 215). Mac¬ 
millan, .55. 

Finnemore. Peeps at Many Lands, Japan (p. 213). Mac¬ 
millan, .55. 

Fiske. War of Independence (p. 218). Houghton, .75. 

Fox. Farmer Brown and the Birds (p. 251). Page, .50. 
France. Filles et Garmons (p. 54). Illustrated by Boutet de 
Monvel. Brentano’s, #1.25. 

France. Nos Enfants (p. 54). Illustrated by Boutet de 
Monvel, Brentano’s, #1.25. 

Francis. Book of Cheerful Cats (p. 56). Century, $1.00. 
Franklin. Poor Richard’s Almanac and Other Papers (p. 

165). Riverside Literature Series, Houghton, paper, .15. 
Franklin. Sayings of Poor Richard (p. 165). Ariel Booklets, 
Putnam, leather, .75. 

Frazar. Perseverance Island (p. 189). Lothrop, .60. 

French, Allen. Grettir the Strong (p. 121). Dutton, #1.25. 
French, Allen. Heroes of Iceland, (p. 121). Little, $1.50. 
French, Allen. Story of Rolf and the Viking’s Bow (p. 190). 
Little, $1.50. 

French, H. W. Lance of Kanana (p. 188). Lothrop, $1.00. 
Froissart. Chronicles (p. 219). Everyman’s Library, Dutton, 
leather, .70. 

Frye. Brooks and Brook Basins (p. 249). Ginn, .50. 

Gall. Easy Guide to the Constellations (p. 244). Putnam,.75. 
Garland. Boy Life on the Prairie (p. 217). Harper, $1.50. 
Gaskell. Cranford (p. 160). Illustrated by Hugh Thomson, 
Cranford Edition, Macmillan, #2.00. 

Same. Illustrated by C. E. Brock, Dutton, $2.00. 

Same. Riverside Literature Series, Houghton, .40. 

Gates. Little Girl Blue (p. 65). Houghton, .50. 

Gatty. Parables from Nature (p. 271). Putnam, $2.50. 

Same. Everyman’s Library, Dutton, leather, .70. 

Genn. Peeps atGreatCities, Rome (p.215). Macmillan, .55. 
Gibson, C. C. In Eastern Wonderlands (p. 212). Little, $1.50. 
Gibson, W. H. Blossom Hosts (p. 250). Newson, .80. 
Gibson, W. H. Eye Spy (p. 250). Harper, $2.50. 

Gibson, W. H. Sharp Eyes (p. 250). Harper, $2.50. 

Gilder. Heart of Youth (p. 136). Sturgis, $1.25. 

Gilman. Son of the Desert (p. 191). Century, $$1.50. 
Gladden. Santa Claus on a Lark (p. 189). Century, $1.25. 
Goethe. Hermann and Dorothea (p. 140). Translated by 
Frothingham, Ariel Booklets, leather, Putnam, .75. 


Appendix 


315 

Golding. Story of David Livingstone (p. 209). Children’s 
Heroes Series, Dutton, .50. 

Goldsmith. She Stoops to Conquer, and The Good-Natured 
Man (p. 167). Riverside Literature Series, Houghton, 

.40. 

Same. Bound in leather, 2 volumes, Ariel Booklets, Put¬ 
nam, .75 each. 

Goldsmith. Vicar of Wakefield (p. 164). Illustrated by Hugh 
Thomson, Cranford Edition, Macmillan, $2.00. 

Same. Illustrated by C. E. Brock, Dutton, $ 2 . 00 . 

Same. Riverside Literature Series, Houghton, .40. 

Gomme. Old English Singing Games (p. 144). Allen, .870. p. 

Good. Magical Experiments (p. 240). McKay, $1.25. 

Goody Two Shoes, edited by Charles Welsh (p. 64). Home 
and School Classics, Heath, .20. 

Goss. Jed (p. 188). Crowell, .75. 

Gould. Felicia Books (p.196). 4 volumes, Penn, $1.00 each. 

Greenaway. A, Apple Pie (p. 52). Illustrated by Kate 
Greenaway, Routledge, o. p. 

Greenaway. Marigold Garden (p. 55). Illustrated by Kate 
Greenaway, Warne, $1.50. 

Greenaway. Under the Window (p. 55). Illustrated by Kate 
Greenaway, Warne, $1.50. 

Greene. Coal and Coal Mines (p. 248). Houghton, .75. 

Greenwood. Stories from Famous Ballads, edited by Caroline 
Burnite (p. 121). Ginn, .50. 

Grierson. Children’s Book of Edinburgh (p. 211). Macmil¬ 
lan, $2.00. 

Grierson. Children’s Tales from Scottish Ballads (p. 120). 
Macmillan, $2.00. 

Grierson. Scottish Fairy Book (p. 87). Stokes, $1.50. 

Griffis. China’s Story (p. 212). Houghton, $1.25. 

Griffis. Fire-Fly’s Lovers (p. 91). Crowell, $1.00. 

Griffis. Japan (p. 212). Houghton, .75. 

Griffis. Young People’s History of Holland (p. 214). Hough¬ 
ton, $1.50. 

Grimm. Cherry Blossom (p. 54). Illustrated by Helen 
Stratton, Blackie, .50 o. p. 

Grimm. Household Tales (p. 89). Illustrated by Walter 
Crane, Cranford Edition, Macmillan, $1.50. 

Same. Illustrated by Helen Stratton, Dodge, $1.50. 

Same. Illustrated by Johann and Leinweber, McLoughlin, 
$1.50. 

Same. Illustrated by Arthur Rackham, Doubleday, $6.00. 


Appendix 


316 

Same. Edited by H. E. Scudder. Riverside Literature 
Series, Houghton, .40. 

Grinnell. Jack the Young Ranchman Series (p. 196). 6 
volumes, Stokes, #1.25 each. 

Grover. Sunbonnet Babies’ Book (p. 63). Rand, .75. 

Guerber. Stories of Famous Operas (p. 167). Dodd, $1.50. 

Guerber. Stories of the Wagner Operas (p. 167). Dodd, 
£1.50- 

Haaren and Poland. Famous Men of the Middle Ages (p. 
219). American Book Company, .50. 

Habberton. Helen’s Babies (p. 195). Caldwell, $1.25. 

Haines. Cock-a-Doodle Hill (p. 193). Holt, $1.50. 

Haines. Luck of the Dudley Grahams (p. 193). Holt, $1.50. 

Hale. Last of the Peterkins (p. 196). Little, $1.25. 

Hale. Peterkin Papers (p. 196). Houghton, $1.50. 

Hall. Boys of Scrooby (p. 190). Houghton, #1.50. 

Hall. Golden Arrow (p. 190). Houghton, #1.25. 

Hall. In the Brave Days of Old (p. 190). Houghton, #1.50. 

Hamerton. Chapters on Animals (p. 243). Home and 
School Classics, Heath, .25. 

Hamlin. Chicopee Series (p. 196). 3 volumes, Little, $1.25 
each. 

Hamp. Treasure of Mushroom Rock (o. 194). Putnam, $1.25. 

Hardy. Hall of Shells (p. 249). Appleton, .60. o. p. 

Hardy. Sea Wonders for Wonder Eyes (p. 249). Ginn, .40. 

Harris. Uncle Remus, His Songs and His Sayings (p. 86). 
Appleton, #2.00. 

Hart. Source Readers (p. 218). 4 volumes, Macmillan, 
volume 1, .40; volume 2, .50; volumes 3, 4, .60 each. 

Haskell. O-Heart-San (p. 193). Page, .75. 

Hathaway. Napoleon, the Little Corsican (p. 213). Rand, 
$1.00. 

Hatton and Plate. Magicians’Tricks (p. 240). Century, $1.60. 

Hauff. Fairy Tales (p. 95). Illustrated by Arthur Dixon, 
Dutton, #2.50. 

Havell. Stories from Don Quixote (p. 127). Dodge, $1.50. 

Havell. Stories from the ./Eneid (p. 126). Dodge, $1.50. 

Havell. Stories from the Iliad (p. 126). Dodge, $1.50. 

Havell. Stories from the Odyssey (p. 126). Dodge, $1.50. 

Hawthorne. Biographical Stories (p. 219). Riverside Liter¬ 
ature Series, Houghton, .25. 

Hawthorne. Grandfather’s Chair (p. 217). Riverside Liter¬ 
ature Series, Houghton, .50. 


Appendix 


3 1 7 

Hawthorne. House of the Seven Gables (p. 162). New Way- 
side Edition, Houghton, $1.00. 

Hawthorne. Little Daffydowndilly (p. 96). Riverside Litera¬ 
ture Series, Houghton, .40. 

Hawthorne. Marble Faun. New Wayside Edition, Hough¬ 
ton, $1.00. 

Hawthorne. Mosses from an Old Manse (p. 162). New Way- 
side Edition, Houghton, #1.00. 

Hawthorne. Tanglewood Tales (p. 90). Illustrated by G. W. 
Edwards, Houghton, $2.50. 

Same. Riverside Literature Series, Houghton, .40. 

Hawthorne. Twice-Told Tales (p. 162). New Wayside 
Edition, Houghton, $1.00. 

Hawthorne. Wonder-Book (p. 90). Illustrated by Walter 
Crane, Houghton, $3.00. 

Same. Riverside Literature Series, Houghton, .40. 

Hawthorne. Wonder-Book and Tanglewood Tales (p. 90). 
Illustrated by H. G. Fell, Dutton, $2.50. 

Hazlitt. Table Talk (p. 165). Everyman’s Library, Dutton, 
leather, .70. 

Headland. Chinese Boy and Girl (p. 212). Revell, #1.00. 

Headland. Our Little Chinese Cousin (p. 212). Page, 
.60. 

Heine. Songs and Lyrics (p. 142). Translated by Sir Theo¬ 
dore Martin, Scribner, $2.00. 

Henning. Maid of Orleans (p. 213). McClurg, .50. 

Henty. Stories (pp. 192, 203). Scribner, $1.50 each, except¬ 
ing With Frederick the Great, Scribner, .75. 

Herrick. Selected Poems (p. 142). Bound together with 
poems by Herbert, Dryden, and others, Modern Classics, 
Houghton, .40. 

Same. Edited by E. E. Hale, Ginn, .60. 

Higgins. Little Gardens for Boys and Girls (p. 239). Hough¬ 
ton, $1.10. 

Higginson. Tales of the Enchanted Islands of the Atlantic 
(p.124). Macmillan, #1.50. 

Hill, C. T. Fighting a Fire (p. 242). Century, #1.50. 

Hill, Francis. Outlaws of Horseshoe Hold (p. 193). Scribner, 
$1,000. p. 

Hinkson. Great Captain (p. 190). Benziger, .45. 

Hitch. Wee Folk’s Alphabet (p. 53). Dutton, .50. 

Hodges. Saints and Heroes (p. 269). Holt, $1.35. 

Hoffman. Temple Shakespeare for Children (p. 166). Sepa¬ 
rate plays, Dutton, leather, .60 each. 


31B Appendix 

Same. I volume edition, illustrated in color by Folkard, 
Dutton, $3.00. 

Hoffmann. Slovenly Peter (Struwwelpeter) (p. 57). Winston, 

. 86 . 

Holbrook. Hiawatha Primer (p. 62). Houghton, .75. 

Holbrook. Nature Myths (p. 63). Houghton, .65. 

Holbrook. Northland Heroes (p. 123). Riverside Literature 
Series, Houghton, .35. 

Holden. Stories of the Great Astronomers (p. 244). Apple- 
ton, .75. 

Holland. Butterfly Book (p. 246). Doubleday, $3.00. 

Holmes. Grandmother’s Story of Bunker Hill Battle, and 
Other Poems (p. 140). Riverside Literature Series, 
Houghton, .25. 

Homer. Iliad (pp. 102, 116, 126). Translated into blank 
verse, by W. C. Bryant; Roslyn Edition, Houghton, 
$2.50; Students’ Edition, Houghton, $1.00. 

Same. Translated into prose by Lang, Leaf and Myers, 
Macmillan, .80. 

Homer. Odyssey (pp. 102, 116, 126). Translated into blank 
verse by W. C. Bryant. Roslyn Edition, Houghton, 
$2.50; Students’ Edition, Houghton, $1.00. 

Same. Translated into prose by Professor G. H. Palmer, 
Houghton, $1.00. 

Hopkins. Magic (p. 239). Munn, $2.50. 

Hoppin. Recollections of Auton House (p. 196). Houghton, 
$1.25. 

Hornaday. American Natural History (p. 249). Scribner, 

$ 3 - 5 °- 

Hornaday. Two Years in the Jungle (p. 213). Scribner, $2.50. 

Howard, B. W. No Heroes (p. 189). Houghton, .75. 

Howard, O. O. Famous Indian Chiefs I Have Known (p. 209). 
Century, #1.50. 

Howden. Boys’ Book of Steamships (p. 242). Doubleday, 
$ 2.00. 

Howells. Boy’s Town (p. 195). Harper, $1.25. 

Hughes, Rupert. Lakerim Athletic Club (p. 192). Century, 
$1.50. 

Hughes, Thomas. Tom Brown’s School Days (p. 159). 
Illustrated by E. J. Sullivan, Cranford Edition, Macmil¬ 
lan, $ 2.00. 

Same. Riverside Literature Series, Houghton, .50. 

Hugo. Les Miserables (p. 162). 2 volumes, Everyman’s 
Library, Dutton, leather, .70 each. 


Appendix 


3*9 


Hull. Boy’s Cuchulain (p. 124). Crowell, $1.50. 

Hunt. Abou Ben Adhem, and Selected Poems (p. 139). 

Modern Classics, Houghton, .40. 

Huntington. His Majesty’s Sloop Diamond Rock (p. 188). 
Houghton, $1.50. 

Hurll. Riverside Art Series (p. 222). Houghton, .75 each. 

Ingersoll. Book of the Ocean (p. 249). Century, $1.50. 
Ingersoll. Ice Queen (p. 190). Harper, .60. 

Irving. Alhambra (p. 128). Illustrated by Joseph Pennell, 
Cranford Edition, Macmillan, $1.50. 

Irving. Old Christmas (p. 165). Illustrated by Randolph 
Caldecott, Cranford Edition, Macmillan, $1.50. 

Irving. Rip Van Winkle (p. 86). Illustrated by G. H. 

Boughton, Cranford Edition, Macmillan, $1.50. 

Irving. Sketch Book (p. 165). Everyman’s Library, Dutton, 
leather, .70. 

Irving. Tales from the Alhambra, edited by Brower (p. 128). 
Illustrated by C. E. Brock, Houghton, $1.25. 

Jackson. Nelly’s Silver Mine (p. 157). Illustrated in color. 
Little, $2.00. 

Jackson. Ramona (p. 163). Little, $1.50. 

Jacobs. Celtic Fairy Tales (p. 87). Putnam, $1.25. 

Jacobs. English Fairy Tales (p. 88). Putnam, $1.25. 
Jacobs. Indian Fairy Tales (p. 88). Putnam, $1.75. 

Jacobs. More Celtic Fairy Tales (p. 87). Putnam, $1.25. 
Jacobs. More English Fairy Tales (p. 88). Putnam, $1.25. 
Jenks. Boys’ Book of Explorations (p. 219). Doubleday, 
$2.00. 

Jenks. Photography for Young People (p. 237). Stokes, #1.50. 
Jewett, J. H. Hans and Little Hilda (p. 53). Dutton, .50. 
Jewett, S. O. Betty Leicester (p. 187). Houghton, $1.25. 
Jewett, S. 0 . Betty Leicester’s Christmas (p. 187). Hough¬ 
ton, $1.00. 

Jewett, S. O. Play-Days (p. 186). Houghton, #1.50. 
Johnson, Clifton. Narrative Bible (p. 268). Doubleday,#1.50. 
Johnson, Constance. When Mother Lets Us Cook (p. 235). 
Moffat, .75. 

Johnson, Constance. When Mother Lets Us Keep Pets (p. 
239). Moffat, .75. 

Johnson, Rossiter. Phaeton Rogers (p. 196). Scribner, $1.50. 
Johnston and Spencer. Ireland’s Story (p. 211). Houghton, 

$1.40. 


3^0 Appendix 

Jungman. Peeps at Many Lands, Holland (p. 214). Mac¬ 
millan, .55. 


Kaufman. Our Young Folks’ Plutarch (p. 210). Lippincott, 
$1.25. 

Keats. Poems (p. 141). Cabinet Edition, Houghton, $1.00. 
Keene. Boys’ Own Guide to Fishing (p. 247). Lothrop, $1.50. 
Kelley, D. M. Story of Sir Walter Raleigh (p. 212). Chil¬ 
dren’s Heroes Series, Dutton, .50. 

Kelley, J. G. Boy Mineral Collectors (p. 247). Lippincott, 
$1.50. 

Kellogg. Insect Stories (p. 246). Holt, $1.50. 

Kelly. Peeps at Many Lands, Burma (p. 213). Macmillan, 


• 55 * . . 9 . 

Kelman. Stories from the Life of Christ (p. 269). Told to 
Children Series, Dutton, .50. 

Kelman. Story of Chalmers of New Guinea (p. 212). Chil¬ 
dren’s Heroes Series, Dutton, .50. 

Kempis, Thomas a. Imitation of Christ. Oxford, .60. 
Edition de Luxe, Houghton, #2.50. 

Kennan. Tent Life in Siberia (p. 216). Putnam, $2.50. 

Kennedy. New World Fairy Book (p. 96). Dutton, $2.00. 

Kenneth-Brown. Two Boys in a Gyrocar (p. 194). Hough¬ 
ton, $1.20. 

Keysor. Great Artists (p. 222). 5 volumes, Educational 
Publishing Company, .50 each. 

Kidd. Peeps at Many Lands, South Africa (p. 209). Mac¬ 
millan, .55. 

Kieffer. Recollections of a Drummer-Boy (p. 218). Hough¬ 
ton, $1.50. 

Kingsley. Hereward the Wake (p. 164). Macmillan, $1.00. 

Kingsley. Heroes (p. 90). Illustrated in color by T. H. Rob¬ 
inson, Dutton, $2.50; Macmillan, $1.00. 

Kingsley. Hypatia (p. 164). Macmillan, $1.00. 

Kingsley. Sands of Dee and Selected Poems and Songs (p. 
143). Modern Classics, Houghton, .40. 

Kingsley. Water-Babies (p. 98). Illustrated by Arthur 
Dixon, Dutton, $2.50. 

Same. Everyman’s Library, Dutton, leather, .70. 

Kingsley. Westward Ho! (p. 164). Macmillan, $1.00. 

Kipling. Captains Courageous (p. 187). Century, $1.50. 

Kipling. Jungle Book (p. 95). Century, $1.50. 

Kipling. Puck of Pook’s Hill (p. 189). Doubleday. $1.50. 

Kirkland, E. S. Dora’s Housekeeping (p. 236). McClurg, .75, 


Appendix 


321 

Kirkland, E. S. Short History of English Literature for 
Young People (p. 221). McClurg, $1.25. 

Kirkland, E. S. Short History of Italy (p. 215). McClurg, 
£1.25. 

Kirkland, E. S. Six Little Cooks (p. 235). McClurg, .75. 

Kirkland, Winifred. Home-Comers (p. 190). Houghton, 
$1.20. 

Knox. Boys’ Life of General Grant (p. 217). Saalfield, $1.25. 

Kiichler. Queen Maria Sophia of Naples (p. 215). McClurg, 
.50. 

Kupfer. Legends of Greece and Rome (p. 90). Heath, .75. 

Laboulaye. Quest of the Four-Leaved Clover, edited by W. 
T. Field (p. 158). Ginn, .40. 

La Fontaine. Fables (p. 55). Illustrated by Boutet de Mon- 
vel, Brentano’s, $2.35. 

Lagerlof. Wonderful Adventures of Nils (p. 92). Doubleday, 
$1.50. 

Lamb, Charles. Essays of Elia (p. 165). Everyman’s Library, 
Dutton, leather, .70. 

Same. Selected. Modern Classics, Houghton, .40. 

Lamb, Charles. Tales from Shakespeare (p. 166). Illustrated 
in color, Dutton, $2.50. 

Same. Riverside Literature Series, Houghton, .50. 

Lamb, Charles and Mary. Poetry for Children (p. 138). 
Illustrated by Winifred Green, Dutton, $1.50. 

La Motte Fouque. Undine, and Sintram (p. 97). Modern 
Classics, Houghton, .40. 

La Motte Fouque. Undine, retold by Mary Macgregor (p. 
97). Told to Children Series, Dutton, .50. 

La Motte Fouque. Undine (p. 97). Illustrated by Arthur 
Rackham, Doubleday, $2.50. 

Lang, Andrew. Animal Story Book (p. 251). Illustrated by 
H. J. Ford, Longmans, $2.00. 

Lang, Andrew. Blue Fairy Book (p. 92). Illustrated by H. J. 
Ford and G. P. J. Hood, Longmans, $2.00. 

Same. Grosset, .50. 

Lang, Andrew. Blue Poetry Book (p. 119). Longmans, #2.00. 

Lang, Andrew. Book of Romance (p. 127). Illustrated by 
H. J. Ford, Longmans, #1.60. 

Lang, Andrew. Brown Fairy Book (p. 92). Illustrated by 
H. J. Ford, Longmans, $1.60. 

Lang, Andrew. Red Book of Animal Stories (p. 251)- Illu»- 
trated by H. J. Ford, Longmans, $2.00. 


Appendix 


322 

Lang, Andrew. Red Fairy Book (p. 92). Illustrated by H. J, 
Ford, Longmans, $2.00. 

Same. Grosset, .50. 

Lang, Andrew. Red True Story Book (p. 221). Illustrated 
by H. J. Ford, Longmans, $2.00. 

Lang, Andrew. True Story Book (p. 221). Longmans, #2.00. 
Lang, Andrew. Violet Fairy Book (p. 92). Illustrated by H. 
J. Ford, Longmans, $1.60. 

Lang, Andrew. Yellow Fairy Book (p. 92). Illustrated by H. 
J. Ford, Longmans, $2.00. 

Same. Grosset, .50. 

Lang, Mrs. Andrew. Book of Princes and Princesses (p. 220). 
Longmans, $1.60. 

Lang, Mrs. Andrew. Red Book of Heroes (p. 220). Long¬ 
mans, $1.60. 

Lang, John. Story of Captain Cook (p. 212). Children’s 
Heroes Series, Dutton, .50. 

Lanier. Boy’s Froissart (p. 219). Scribner, $ 2.00. 

Lanier. Boy’s King Arthur (p. 125). Scribner, $2.00. 

Lanier. Boy’s Percy (p. 120). Scribner, #2.00. 

Larcom. Childhood Songs (p. 137). Houghton, $1.00. 
Lawrence. Riverside Graded Song-Book (p. 144). 2 parts, 
Houghton, .40 each. 

Lear. Jumblies, and Other Nonsense Verses (p. 137). Illus¬ 
trated by L. Leslie Brooke, Warne, $1.25. 

Lear. Nonsense Books (p. 137). Complete in one volume, 
illustrated by Edward Lear, Duffield, $2.50. 

Lear. Nonsense Songs (p. 137). Illustrated by L. Leslie 
Brooke, Warne, #2.00. 

Lear. Pelican Chorus, and Other Nonsense Verses (p. 137). 
Warne, $1.25. 

Lefevre. Cock, the Mouse, and the Little Red Hen (p. 64). 
Jacobs, $1.00. 

Lever. Charles O’Malley (p. 159). Library Edition, Burt, 
$ 1.00. 

L. G. T. Three Years Behind the Guns (p. 218). Century, 
$1.50. 

Lincoln. Marjorie’s Quest (p. 193). Houghton, #1.50. 
Lindsay. Mother Stories (p. 96). Bradley, $1.00. 

Lockhart. Spanish Ballads (p. 123). Putnam, $1.25. 

London. Cruise of the Dazzler (p. 192). Century, $1.00. 
Longfellow. Children’s Longfellow (p. 141). Illustrated in 
color, Houghton, $3.00. 

Longfellow. Poems (p. 141). New Household Edition, 
Houghton, $1.50. 


Appendix 


3 2 3 

Longfellow. Song of Hiawatha (p. 86). Illustrated by- 
Frederic Remington, Popular Edition, $2.00; New Holi¬ 
day Edition, illustrated by Remington, with cover design 
by Maxfield Parrish, Houghton, $2.50. 

Same. Grosset, .50. 

Longfellow. Tales of a Wayside Inn (p. 141). Houghton, 
$1.00. 

Lorenzini. See Collodi. 

Lounsberry. Garden Book for Young People (p. 239). 
Stokes, $1.50. 

Lowe. Little Workers (p. 53). Dutton, #1.00. 

Lowell. Vision of Sir Launfal, and Selected Poems (p. 143). 

Modern Classics, Houghton, .40. 

Lucas, E. V. Book of Verses for Children (p. 135). Illus¬ 
trated by F. D. Bedford, Holt, $ 2.00. 

Lucas, E. V. Forgotten Tales of Long Ago (p. 155). Illus¬ 
trated by F. D. Bedford, Stokes, $1.50. 

Lucas, E. V. Old-Fashioned Tales (p. 155). Stokes, $1.50. 
Lucas, Frederick. Animals of the Past (p. 248). Doubleday 
$2.00. 

Lummis. Some Strange Corners of our Country (p. 218). 
Century, $1.50. 

Mabie. Book of Christmas (p. 136). Macmillan, $1.25. 
Mabie. Book of Old English Ballads (p.119). Illustrated by 
G. W. Edwards, Macmillan, $1.25. 

Mabie. Essays Every Child Should Know (p. 164). Double¬ 
day, .90. 

Mabie. Heroines Every Child Should Know (p. 220). 
Doubleday, .90. 

Mabie. Norse Stories from the Eddas (p. 91). Dodd, 
$1.80. 

Macaulay. Essays (p. 164). Everyman’s Library, 2 volumes, 
Dutton, leather, .70 each. 

Macaulay. Essays on Lord Clive and Warren Hastings (p. 

164). Riverside Literature Series, Houghton, .40. 
Macaulay. Lays of Ancient Rome (p. 141). Longmans, 
$1.25 . 

Same. Riverside Literature Series, Houghton, .25. 
MacDonald. Princess and Curdy (p. 97). Illustrated by 
M. L. Kirk, Lippincott, £1.50. 

MacDonald. Princess and the Goblin (p. 97). Illustrated by 
M. L. Kirk, Lippincott, $1.50. 

McDonald and Dalrymple. Betty in Canada (p. 211). 
Little People Everywhere Series, Little, .60. 


Appendix 


3 2 4 

McDonald and Dalrymple. Gerda in Sweden (p. 215). Little 
People Everywhere Series, Little, .60. 

McDonald and Dalrymple. Kathleen in Ireland (p. 211). 
Little People Everywhere Series, Little, .60. 

McDonald and Dalrymple. Manuel in Mexico (p. 215). 
Little People Everywhere Series, Little, .60. 

Macdonell. Italian Fairy Book (p. 90). Stokes, $1.50. 

Mace. Home Fairy Tales (p. 95). Harper, $1.50. 

McFadden. Babies’ Hymnal (p. 269). McClurg, #1.25. 

Macgregor. Stories of the Vikings (p. 216). Dutton, .50. 

Macgregor. Story of France (p. 213). Stokes, $2.50. 

Mcllvaine. Outdoors, Indoors, and Up the Chimney (p. 250). 
Sunday School Times Company, .75. 

Mackay. House of the Heart (p. 241). Holt, $1.10. 

Mackay. Patriotic Plays and Pageants (p. 241). Holt, 
$i-35- 

Macleod. Ballads in Prose (p. 120). Stokes, $1.50. 

Macleod. Book of King Arthur (p. 125). Stokes, $1.50. 

Macleod. Stories from the Faerie Queene (p. 124). Stokes, 
$1.50. 

McManus. Our Little Dutch Cousin (p. 214). Page, .60. 

McManus. Our Little Hindu Cousin (p. 211). Page, .60. 

MacPherson. Poems of Ossian (p. 123). Macmillan, o. p. 

McSpadden. Stories from Chaucer (p. 124). Children’s 
Favorite Classics, Crowell, .50. 

McSpadden. Stories from Wagner (p. 122). Children’s 
Favorite Classics, Crowell, .50. 

Malone. West Point Series (p. 197). 4 volumes, Penn. $1.25 
each. 

Manzoni. Betrothed (p. 163). Macmillan, $1.50. 

Marden. Success (p. 242). Wilde, $1.25. 

Marden. Winning Out (p. 242). Lothrop, £1.00. 

Marryat. Masterman Ready (p. 189). Warne, #1.00. 

Marshall. Child’s English Literature (p. 221). Stokes, 
$2.00. 

Marshall. Empire Story (p. 210). Stokes, $2.50. 

Marshall. Island Story (p. 210). Stokes, $2.50. 

Marshall. Scotland’s Story (p. 210). Stokes, $2.50. 

Marshall. Stories of Beowulf (p. 121). Told to Childr*»i 
Series, Dutton, .50. 

Marshall. Stories of Childe Roland (p. 126). Told to Chil¬ 
dren Series, Dutton, .50. 

Marshall. Story of Napoleon Bonaparte (p. 213). Children’s 
Heroes Series, Dutton, .50. 


Appendix 


3 2 5 

Mathews. Familiar Trees and their Leaves (p. 248). Apple- 
ton, $1.75. 

Mathews. Field Book of American Wild Flowers (p. 247). 
Putnam, $1.75. 

Matthews. Songs of All Lands (p. 144). American Book 
Company, .50. 

Miles. Natural History (p. 249). Dodd, $1.50. 

Miller, Hugh. Old Red Sandstone (p. 250). Everyman’s 
Library, Dutton, leather, .70. 

Miller, Joaquin. True Bear Stories (p. 244). Rand, $1.00. 

Miller, O. T. First Book of Birds (p. 245). Houghton, #1.00. 

Miller, 0 . T. Four-Handed Folk (p. 243). Houghton, $ 1.25. 

Miller, 0 . T. Kristy Books (p. 196). 3 volumes, Houghton, 
$1.25 each. 

Miller, O. T. Our Home Pets (p. 239). Harper, $1.25. 

Miller, O. T. Second Book of Birds (p. 245). Houghton, 
$1.00. 

Miller, O. T. True Bird Stories (p. 245). Houghton, $1.00. 

Miller, O. T. What Happened to Barbara (p. 191). Hough¬ 
ton, $1.25. 

Miller, Sara. Under the Eagle’s Wing (p. 191). Jewish 
Publication Society, .50. 

Milton. L’Allegro and II Penseroso (p. 140). Ariel Booklets, 
Putnam, leather, .75. 

Same. Riverside Literature Series, Houghton, .25. 

Mitford. Our Village (p. 162). Illustrated by Hugh Thom¬ 
son, Cranford Edition, Macmillan, $1.50. 

Same. Illustrated by C. E. Brock, Dutton, $2.00. 

Mitton. Children’s Book of London (p. 211). Macmillan, 
$2.00. 

Mitton. Children’s Book of Stars (p. 244). Macmillan, $2.00. 

Mockler-Ferryman. Peeps at Many Lands, Norway (p. 216). 
Macmillan, .55. 

Moffett. Careers of Danger and Daring (p. 242). Century, 
$1.50. 

Moore, N. H. Children of Other Days (p. 52). Stokes, $1.50. 

Moore, Thomas. Lalla Rookh (p. 140). Pocket Library 
Edition, Dutton, leather, .75. 

Morgan. How to Dress a Doll (p. 235). Altemus, .50. 

Morley. Bee People (p. 246). McClurg, $1.25. 

Morley. Butterflies and Bees (p. 246). Ginn, .60. 

Morley. Donkey John of the Toy Valley (p. 186). McClurg, 
$1.25. 

Morley. Flowers and their Friends (p. 247). Ginn, .50. 


Appendix 


326 

Morley. Grasshopper Land (p. 246). McClurg, $1.25. 
Morley. Little Wanderers (p. 247). Ginn, .30. 

Morley. Seed-Babies (p. 67). Ginn, .25. 

Morris. Heroes of the Navy in America (p. 217). Lippin« 
cott, $1.25. 

Morris, William. House of the Wolfings (p. 164). Longmans, 
$2.00. 

Morris, William. Story of Sigurd the Volsung (p. 122). 
Longmans, $2.00. 

Morris, William. Sundering Flood (p. 164). Longmans, 
$2.25. 

Morris, William, and Magnusson. Stories of the Kings of 
Norway (p. 122). 2 volumes, Scribner, o. p. 

Morrison, M. W. Songs and Rhymes for the Little Ones (p. 
66). Page, $1.00. 

Morrison, S. E. Chilhowee Boys (p. 187). Crowell, .75. 
Moses. Lewis Carroll (p. 221). Appleton, $1.25. 

Moses. Louisa May Alcott (p. 221). Appleton, $1.25. 
Mother Goose Melodies (p. 66). Edited by Wheeler, illus¬ 
trated, Houghton, $1.50. 

Same. Title, Nursery Rhyme Book. Edited by Andrew 
Lang, illustrated by L. Leslie Brooke, Warne, $1.50. 
Same. Edited by Louey Chisholm, Told to Children Series, 
Dutton, .50. 

Motley. Siege of Leyden, edited by Griffis (p. 214). Home 
and School Classics, Heath, .20. 

Mulholland. Our Sister Maisie (p. 193). Blackie, $1.63. 
Muller. Rulers of the Surf (p. 194). Appleton, 31.50. 
Mulock. See Craik. 

Munroe. At War with Pontiac (p. 195). Scribner, 31.25. 
Munroe. Cab and Caboose (p. 195). Putnam, 31.25. 
Munroe. Derrick Sterling (p. 195). Harper, .60. 

Munroe. Flamingo Feather (p. 187). Harper, .60. 

Munroe. Ready Rangers (p. 195). Lothrop, 31.25. 

Munroe. White Conquerors (p. 195). Scribner, 31.25. 
Murai. Kibun Daizin (p. 188). Century, 31.25. 

Murfree. See Craddock. 

My Big Book of Soldiers (p. 53). Dutton, 31.25. 

Nash. Polly’s Secret (p. 189). Little, 31.50. 

Newcomer and Andrews. Twelve Centuries of English 
Poetry and Prose (p. 165). Scott, 32.50. 

Newell. Topsys and Turvys (p. 57). Century, 3 i.oo. 
Nicoiay. Boys’ Life of Abraham Lincoln (p. 217). Century, 

31.50. 


Appendix 


3 2 7 

Nixon. Fairy Tales a Child Can Read and Act (p. 240). 
Doubleday, .75. 

Norton. Jack Benson’s Log (p. 188). Wilde, $1.25. 

Otis. Larry Hudson’s Ambition (p. 194). Page, .50. 

Otis. Left Behind (p. 194). Harper, .60. 

Otis. Life Savers (p. 194). Dutton, $1.50. 

Otis. Lobster Catchers (p. 194). Dutton, #1.50. 

Otis. Mr. Stubbs’s Brother (p. 194). Harper, .60. 

Otis. Toby Tyler (p. 194). Harper, .60. 

Packard. Young Ice-Whalers (p. 191). Houghton, #1.20. 

Page. Two Little Confederates (p. 190). Scribner, $1.50. 

Paine, A. B. Arkansaw Bear (p. 195). Altemus, $1.00. 

Paine, R. D. Campus Days (p. 187). Scribner, $1.50. 

Paine, R. D. Dragon and the Cross (p. 187). Scribner, $1.25. 

Palgrave. Golden Treasury (p. 136). Macmillan, $1.00. 

Paret. Harper’s Handy Book for Girls (p. 235). Harper, 
$1.75. 

Parker. Book of Baby Birds (p. 52). Stokes, $1.50 o. p. 

Parkman. Oregon Trail (p. 218). Illustrated by Frederic 
Remington, Little, $2.00; with four pictures by Rem¬ 
ington, Little, $1.00. 

Parry. Don Quixote, Retold (p. 127). Illustrated by Walter 
Crane, Lane, $1.50. 

Parton. Captains of Industry (p. 219). 2 volumes, Hough¬ 
ton, $1.25 each. 

Peabody. Old Greek Folk Stories (p. 90). Riverside Liter 
ature Series, Houghton, .25. 

Peary. Snow Baby (p. 67). Stokes, $1.25. 

Pendleton. In Assyrian Tents (p. 271). Jewish Publication 
Society, .50. 

Pendleton. In the Camp of the Creeks (p. 188). Penn, $1.25. 

Pendleton. King Tom and the Runaways (p. 188). Appleton, 
$1.50. 

Perkins. Dutch Twins (p. 67). Illustrated by Lucy Fitch 
Perkins, Houghton, $1.00. 

Perkins. Robin Hood (p. 120). Illustrated by Lucy Fitch 
Perkins, Stokes, $1.00. 

Perrault. Fairy Tales (p. 65). Illustrated in color by H. C. 
Appleton, Estes, $1.50. 

Perrault. Tales of Mother Goose (p. 65). Translated by 
Charles Welsh, Home and School Classics, Heath, .20. 

Perry. Uncle Peter’s Trust (p. 190). Harper, .60. 

Pier. Harding of St. Timothy’s (p. 188). Houghton, $1.50. 


Appendix 


328 

Pittenger. Great Locomotive Chase (p. 217). Penn, $1.25. 
Platt. Stories from the Old Testament (p. 269). Illustrated, 
Dodge, $1.50. 

Plummer. Roy and Ray in Mexico (p. 215). Holt, $1.75. 
Plutarch. Life of Alexander the Great (p. 210). Riverside 
Literature Series, Houghton, paper, .15. 

Plutarch. Lives (pp. 4, 210). 5 volumes, Little, $12.50; I 
volume, Little, $2.00. 

Poe. Tales of Mystery and Imagination (p. 163). Every¬ 
man’s Library, Dutton, leather, .70. 

Poe. The Gold-Bug, The Raven, and Other Poems and Tales 
(p. 163). Riverside Literature Series, Houghton, .40. 
Porter. Scottish Chiefs (p. 163). Illustrated by T. H. 
Robinson, Dutton, $2.50. 

Same. Crowell, .75. 

Potter. Benjamin Bunny (p. 65). Warne, .50. 

Potter. Mrs. Tiggy-Winkle (p. 65). Warne, .50. 

Potter. Peter Rabbit (p. 65). Warne, .50. 

Potter. Tailor of Gloucester (p. 65). Warne, .50. 

Poulsson. Runaway Donkey (p. 66). Lothrop, $1.25. 
Poulsson. Through the Farmyard Gate (p. 66). Lothrop, 
$1.25. 

Pratt, C. S. Stick-and-Pea Plays (p. 234). Lothrop, .75. 
Pratt, W. S. St. Nicholas Songs (p. 144). Century, $1.25. 
Price. Land We Live In (p. 248). Small, $1.50. 

Proctor. Half-Hours with the Summer Stars (p. 244). 
McClurg, .75. 

Pyle, Howard. Jack Ballister’s Fortunes (p. 161). Illus¬ 
trated by Howard Pyle, Century, $2.00. 

Pyle, Howard. King Arthur Series (p. 125). Illustrated by 
Howard Pyle, 4 volumes, Scribner, $2.50 each. 

Pyle, Howard. Men of Iron (p. 157). Illustrated by Howard 
Pyle, Harper, $2.00. 

Pyle, Howard. Merry Adventures of Robin Hood (p. 120). 

Illustrated by Howard Pyle, Scribner, $3.00. 

Pyle, Howard. Otto of the Silver Hand (p. 157). Illustrated 
by Howard Pyle, Scribner, $2.00. 

Pyle, Katharine. Careless Jane (p. 56). Dutton, .75. 
Pyrnelle. Diddie, Dumps and Tot (p. 186). Harper, .60. 

Quiller-Couch. Historical Tales from Shakespeare (p. 166). 
Scribner, $1.50. 

Quiller-Couch. Oxford Book of English Verse (p. 136). 
Oxford, $1.90; India paper edition, Oxford, $2.60. 


Appendix 


3 2 9 

Quirk. Baby Elton, Quarterback (p. 191). Century, gi.25. 

Ralston. When Mother Lets Us Sew (p. 235). Moffat, .75. 

Ramaswami Raju. Indian Fables (p. 88). Dutton, #1.50. 

Ramee. Dog of Flanders, and Other Stories (p. 155). Illus¬ 
trated by M. L. Kirk, Lippincott, $1.50; each story 
published separately, Lippincott, .50 each. 

Rankin. Adopting of Rosa Marie (p. 192). Holt, $1.50. 

Rankin. Dandelion Cottage (p. 192). Holt, $1.50. 

Raspe. Tales from the Travels of Baron Munchausen (p. 89). 
Home and School Classics, Heath, .20. 

Ray. Teddy and Phebe Books (p. 197). 4 volumes, Little, 
$1.50 each. 

Reade. Cloister and the Hearth (p. 159). Everyman’s 
Library, Dutton, leather, .70. 

Reid. Land of Fire (p. 188). Warne, #1.50 o. p. 

Renninger. Story of Rustem (p. 123). Scribner, #1.50. 

Repplier. Book of Famous Verse (p. 135). Riverside Library 
for Young People, Houghton, .75; Holiday Edition, 
Houghton, $1.25. 

Repplier. Books and Men (p. 165). Houghton, $1.25. 

Repplier. Essays in Idleness (p. 165). Houghton, $1.25. 

Repplier. Varia (p. 165). Houghton, $1.25. 

Rhoden. Obstinate Maid (p. 191). Jacobs, $1.25. 

Rhoden. Young Violinist (p. 191). Saalfield, $1.00. 

Rhys. Fairy-Gold (p. 88). Dutton, £2.50; Everyman’s 
Library, Dutton, leather, .70. 

Rice. Mrs Wiggs of the Cabbage Patch (p. 195). Century, 
$1.00. 

Richards. Captain January (p. 186). Estes, .50. 

Richards. Hildegarde Series (p. 196). 5 volumes, Estes, 
$1.25 each. 

Richards. Margaret Montfort Series (p. 197). 5 volumes, 
Estes, $1.25 each. 

Richards. Sundown Songs (p. 139). Little, .50 o. p. 

Riley. Book of Joyous Children (p. 138). Scribner, $1.20. 

Riley. Rhymes of Childhood (p. 138). Bobbs, $1.25. 

Roberts, C. G. D. Kindred of the Wild (p. 251). Page, 
$ 2.00. 

Roberts, G. E. T. Red Feathers (p. 9b). Pag e » $1.50* 

Roe. Driven Back to Eden (p. 192). Dodd, $1.25. 

Rolfe. Shakespeare, the Boy (p. 222). Harper, $1.25. 

Roosevelt. Ranch Life and the Hunting-Trail (p. 218). 
Illustrated by Frederic Remington, Century, $2.50* 


Appendix 


33 ° 

Rorer. Home Candy-Making (p. 235). Jacobs, .50. 

Rossetti, Christina. Sing-Song (p. 138). Macmillan, .80. 

Rossetti, D. G. Blessed Damozel (p. 143). Ariel Booklets, 
Putnam, leather, .75. 

Royde-Smith. Una and the Red Cross Knight (p. 124). 
Illustrated by F. H. Robinson, Dutton, $2.50. 

Rush. Reading-List for the Boy Scouts of America (p. 238). 
Wilson, paper, .04. 

Ruskin. King of the Golden River (p. 84). McLoughlin, .30. 

Ruskin. Sesame and Lilies (p. 165). Riverside Literature 
Series, Houghton, .25. 

Same. New Universal Library, Dutton, leather, .75. 

St. Francis of Assisi. Little Flowers (p. 270). Temple Class¬ 
ics, Dutton, leather, .65. 

St. Nicholas Book of Plays and Operettas (p. 241). Century, 
$1.00. 

St. Nicholas Christmas Book (p. 136). Century, $1.50. 

Saintine. Picciola (p. 162). Riverside Classics, Houghton, 
$1.00. 

Samuel. Story of Gold and Silver (p. 243). Penn, .75. 

Sand. Little Fadette (p. 164). Crowell, leather, $1.00. 

Schiller. Selected Poems (p. 142). Translated by Bulwer- 
Lytton, Modern Classics, Houghton, .40. 

Schmidt. Gudrun (p. 121). Life Stories for Young People 
Series, McClurg, .50. 

Schmidt. Frithiof Saga (p. 123). Life Stories for Young 
People Series, McClurg, .50. 

Schmidt. Youth of the Great Elector (p. 214). Life Stories 
for Young People Series, McClurg, .50. 

Schultz. With the Indians in the Rockies (p. 191). Hough¬ 
ton, $1.25. 

Schupp. William of Orange (p. 214). Life Stories for Young 
People Series, McClurg, .50. 

Schwatka. Children of the Cold (p. 219). Educational Pub¬ 
lishing Company, $1.25. 

Scott. Novels (p. 161). Illustrated Library Edition, Hough¬ 
ton, $1.00 each. 

Scott. Poems (p. 141). Cabinet Edition, Houghton, $1.00. 

Scott. Tales of a Grandfather (p. 212). 3 volumes, Hough¬ 
ton, $4.50. 

Scudder, H.E. Book of Fables (pp. 58,63,86). Houghton, .50. 

Scudder, H. E. Book of Fables and Folk Stories (pp. 63, 64). 
New School Edition, Houghton, .45. 


Appendix 


33i 


Scudder, H. E. Book of Folk Stories (p. 64). Houghton, 
.60. 


Scudder, H. E. Book of Legends (p. 64). Houghton, .50. 

Scudder, H. E. Children’s Book (p. 93). Houghton, $2.50. 

Scudder, H. E. George Washington (p. 217). Riverside 
Library for Young People, Houghton, .75. 

Scudder, S. H. Frail Children of the Air (p. 246). Riverside 
Library for Young People, Houghton, .75. 

Seelye. Story of Columbus (p. 218). Appleton, $ 1 . 75 . 

Sellar. Story of Lord Nelson (p. 212). Children’s Heroes 
Series, Dutton, .50. 

Seton, Thompson. See Thompson-Seton. 

Sewell. Black Beauty (p. 251). Illustrated in color by J. M. 
Burke, Platt, $1.25. 

Shakespeare. Plays (p. 166). Cambridge Edition, Houghton, 
# 3 -°°- 

Same. 3 volumes, Everyman’s Library, Dutton, leather, 
.70 each. 

Same. 40 volumes, Temple Shakespeare, Dutton, leather, 
.55 each. 

Same, edited by Ben Greet (p. 240). 4 volumes, Double¬ 
day, .60 each. 

Shaler. First Book in Geology (p. 248). Heath, .45. 

Sharp. Watcher in the Woods (p. 250). Century, .84. 

Shaw. Castle Blair (p. 154). Home and School Classics, 
Heath, .50. 

Shelley. Ode to the West Wind, and Selected Poems (p. 141). 
Modern Classics, Houghton, .40. 

Shepard. Our Young Folks’ Josephus (p. 269). Lippincott, 
$1.25. 

Sheridan. Plays (p. 166). Everyman’s Library, Dutton, 
leather, .70. 

Sheridan. Rivals (p. 166). Riverside Literature Series, 
Houghton, .25. 

Sheridan. School for Scandal (p. 166). Ariel Booklets, 
Putnam, leather, .75. 

Sherman. Little-Folk Lyrics (p. 137)- Houghton, $1.50. 

Sherwood. Fairchild Family (p. 155)* Stokes, $1.50. 

Shute. Land of Song (p. 66). 3 volumes, SiLver, Primary 
book, .36; Second book, .48; Third book, .54. 

Sidgwick. Peeps at Many Lands, Germany (p. 214). Mac¬ 


millan, .55. 

Sidney. Five Little Peppers Series (p. 196). 6 volumes, 
Lothrop, $1.50 each. 

Siepen. Peeps at Great Cities, Berlin (p. 214)* Macmillan, .55* 


332 Appendix 

Singmaster. When Sarah Saved the Day (p. 191). Houghton, 
$1.00. 

Singmaster. When Sarah Went to School (p. 191). Hough¬ 
ton, #1.00. 

Siviter. Nehe (p. 271). Wilde, #1.50. 

Sloane. Electric Toy-Making (p. 236). Henley, $1.00. 

Smith, C. C. Bob Knight’s Diary at Poplar Hill School (p. 
187). Dutton, $1.50. 

Smith, E. B. Chicken World (p. 56). Putnam, $2.00. 

Smith, E. B. Farm-Book (p. 53). Houghton, $1.50. 

Smith, Herbert Huntington. See Huntington. 

Smith, M. E. E. Eskimo Stories (p. 67). Rand, .75.. 

Song of Roland (p. 126). Translated by Butler, Riverside 
Literature Series, Houghton, .40. 

Sousa. National, Patriotic, and Typical Airs of All Lands 
(p.144). Ditson, $1.50. 

Speight and Thomson. First Book (p. 63). Norland Press, 
.25 o. p. 

Spenser. Faerie Queene (p. 124). 2 volumes, Everyman’s 
Library, Dutton, leather, .70. 

Spyri. Heidi (p. 156). Translated by Louise Brooks, Platt, 
$1.00. 

Same. Translated by Marian Edwardes, illustrated in 
color by Lawson, Dutton, #2.50. 

Same. Translated by H. B. Dole, Ginn, .40. 

Spyri. Moni the Goat Boy (p. 156). Ginn, .40. 

Starr. American Indians (p. 209). Heath, .45. 

Starr. Strange Peoples (p. 221). Heath, .40. 

Stein. Gabriel and the Hour-Book (p. 187). Page, $1.00. 

Sternberg. Life of a Fossil Hunter (p. 248). Holt, $1.60. 

Stevens and Allen. King Arthur Stories (p. 125). Illustrated 
with five reproductions of Abbey’s paintings, Riverside 
Literature Series, Houghton, .40. 

Stevenson, Augusta. Children’s Classics in Dramatic Form 
(p. 240). 4 volumes, Houghton, volume 1, .30; volume 
2, *35? volume 3, .40; volume 4, .50. 

Stevenson, B. E. Tommy Remington’s Battle (p. 190). 
Century, $1.00. 

Stevenson, B. E. Young Section Hand (p. 194). Page, $1.50. 

Stevenson, B. E. Young Train Despatcher (p. 194). Page, 
$1.50. 

Stevenson, R. L. Child’s Garden of Verses (pp. 58, 66, 136). 
Illustrated by Mars, and Squire, Rand, .75. 

Same. Illustrated by Jessie Willcox Smith, Scribner, $2.50. 

Same. Illustrated by Florence Storer, Scribner, $1.50. 


Appendix 


333 

Stevenson, R. L. Stevenson Song-Book (p. 145). Scribner, 
£1.00. 

Stevenson, R. L. Treasure Island (p. 164). Illustrated by 
Walter Paget, Scribner, $1.25. 

Stockton. Bee-Man of Orn (p. 94). Scribner, $1.25. 

Stockton. Captain Chap (p. 195). Lippincott, $1.00. 

Stockton. Floating Prince (p. 94). Scribner, $1.50. 

Stoddard. Dab Kinzer (p. 195). Scribner, $1.00. 

Stoddard. Little Smoke (p. 195). Appleton, $1.50. 

Stoddard. Two Arrows (p. 195). Harper, .60. 

Stoddard. White Cave (p. 195). Century, $1.50. 

Stoddard. Winter Fun (p. 195). Scribner, $1.00. 

Storr. Half-a-Hundred Hero Tales (p. 89). Holt, $1.35. 

Swift. Gulliver’s Travels (p. 95). Cranford Edition, Mac¬ 
millan, $1.50. 

Same. Riverside Literature Series, Houghton, .40. 

Tabb. Child Verse (p. 137). Small, $1.00. 

Tappan. American Hero Stories (p. 216). Houghton, $1.50. 

Tappan. European Hero Stories (p. 219). Houghton, .65. 

Tappan. In the Days of Alfred the Great (p. 211). Lothrop, 
$1.00. 

Tappan. In the Days of Queen Elizabeth (p. 211). Lothrop, 
$1.00. 

Tappan. In the Days of Queen Victoria (p. 211). Lothrop, 
$1.00. 

Tappan. In the Days of William the Conqueror (p. 211). 
Lothrop, $1.00. 

Tappan. Old Ballads in Prose (p. 121). Houghton, $1.10. 

Tappan. Old, Old Story-Book (p. 268). Houghton, #1.50. 

Tappan. Story of the Greek People (p. 210). Houghton, 
$1.50; School Edition, Houghton, .65. 

Tappan. Story of the Roman People (p. 210). Houghton, 
$1.50; School Edition, Houghton, .65. 

Tautphceus. Initials (p. 164). 2 volumes, Putnam, #2.50. 

Taylor, Ann and Jane. Little Ann and Other Poems (p. 137). 
Illustrated by Kate Greenaway, Warne, $1.00. 

Taylor, Ann and Jane. Original Poems (p. 137). Stokes, 
$1.50. 

Tegner. Frithiof’s Saga (p. 122). Translated by Holcomb, 
Scott, $1.25. 

Tennyson. Idylls of the King (p. 125). Golden Treasury 
Series, Macmillan, #1.00. 

Tennyson. Poems (p. 142). Cambridge Edition, Houghton, 
$2.00; Cabinet Edition, Houghton, $1.00. 


Appendix 


334 

Thackeray. Henry Esmond (p. 160). Illustrated by Hugh 
Thomson, Cranford Edition, Macmillan, #2.00. 

Thackeray. Novels (p. 160). Illustrated Library Edition, 
Houghton, $1.50 each. 

Thaxter. Stories and Poems for Children (p. 139). Hough¬ 
ton, $1.50. 

Thomas. Captain Phil (p. 187). Holt, $1.50. 

Thompson, A. R. Gold-Seeking on the Dalton Trail (p. 192). 
Little, $1.50. 

Thompson, C. M. Calico Cat (p. 196). Houghton, $1.25. 

Thompson, D. P. Green Mountain Boys (p. 188). Grosset, 
.50. 

Thompson, J. M. Water Wonders Every Child Should Know 
(p.249). Doubleday, $1.10. 

Thompson-Seton. Biography of a Grizzly (p. 251). Century, 
$1.50. 

Thompson-Seton. Krag and Johnny Bear (p. 251). Scribner, 
.50. 

Thompson-Seton. Lives of the Hunted (p. 251). Scribner. 
$2.00. 

Thompson-Seton. Lobo, Rag and Vixen (p.251). Scribner,.50. 

Thompson-Seton. Rolf in the Woods (p. 189). Doubleday, 
$1.50. 

Thompson-Seton. Wild Animals I Have Known (p. 251). 
Scribner, $2.00. 

Thomson. Peeps at Many Lands, Denmark (p. 216). Mac¬ 
millan, .55. 

Thoreau. Walden (p. 250). Houghton, $1.50. 

Tolstoy. Where Love is, There God is also. Crowell, .75. 

Tomlins. Christmas Carols. American Book Company, .10. 

Tomlinson. St. Lawrence Series (p. 197). 3 volumes, Lo- 
throp, $1.50 each. 

Tomlinson. War of 1812 Series (p. 197). 6 volumes, Lothrop, 
$1.25 each. 

Tomlinson. Young Americans in the British Isles (p. 212). 
Houghton, $1.25. 

Trollope. Chronicles of Barsetshire (p. 159). 6 volumes, 
Macmillan, $1.50 each. 

Trowbridge. Cudjo’s Cave (p. 190). Lothrop, $1.50. 

Trowbridge. His One Fault (p. 190). Lothrop, $1.25. 

Trowbridge. Prize Cup (p. 190). Century, $1.50. 

Trowbridge. Scarlet Tanager (p. 190). Lothrop, $1.00. 

Trowbridge. Tinkham Brothers’ Tide-Mill (p. 190). Lo¬ 
throp, $1.25. 


Appendix 335 

True. Revolutionary Series (p. 197). 3 volumes, Little, $1.50 
each. 

Twain. Prince and the Pauper (p. 158). Harper, $1.75. 
Tynan. Peeps at Many Lands, Ireland (p. 211). Macmillan, 

• 55 . 

Vaile. Peeps at Many Lands, New Zealand (p. 212). Mac¬ 
millan, .55. 

Valentine. Aunt Louisa’s Book of Common Things (p. 67). 
Warne, .50. 

Van Bergen. Story of China (p. 212). American Book Com¬ 
pany, .60. 

Van Bergen. Story of Japan (p. 213). American Book Com¬ 
pany, .65. 

Van Bergen. Story of Russia (p. 216). American Book 
Company, .65. 

Van Dyke. First Christmas Tree (p. 271). Illustrated by 
Howard Pyle, Scribner, $1.50. 

Van Dyke. Lost Word (p. 271). Scribner, $1.50. 

Van Sickle and Seegmiller. Riverside Primer, and Readers 
1, 2, and 3 (p. 63). 4 volumes, Houghton, Primer, .30; 
First Reader, .35; Second Reader, .40; Third Reader, 
.50. 

Vawter. Rabbit’s Ransom (p. 186). Bobbs, $1.25. 

Verne. Around the World in Eighty Days (p. 157). Scribner, 
$2.00. 

Verne. Mysterious Island (p. 157). Scribner, $2.50. 

Verne. Twenty Thousand Leagues Under the Sea (p. 157). 

gcj»lj-j 0 j* ^2 00• 

Virgil. iEneid (p. 126). Translated into verse by Conington, 
Longmans, $1.25. 

Same. Translated into blank verse by Cranch, Houghton, 
Popular Edition, $1.50; Students’ Edition, Houghton, 
#1.00. 

Von Wyss. World in Pictures (p. 53). Macmillan, .75. 

Von Scheffel. Ekkehard (p. 160). Everyman’s Library, 
Dutton, leather, .70. 

Wade. Our Little German Cousin (p. 214). Page, .60. 
Wade. Our Little Norwegian Cousin (p. 116). Page, .60. 
Wade. Our Little Russian Cousin (p. 216). Page, .60. 
Waggaman. Nan Nobody (p. 193 )* Benziger, . 45 - 
Walker. Lady Hollyhock (p. 234). Doubleday, $1.25. 
Walker. Tales Come True (p. 234). Doubleday, $1.25. 


Appendix 



Wallace, Henry. Letters to the Farm Boy (p. 242). Mac¬ 
millan, $1.00; Standard School Library, Macmillan, .50. 
Wallace, Lewis. Ben-Hur (p. 270). Harper, $1.50. 

Waller. Daughter of the Rich (p. 192). Little, $1.50. 
Walter. Peeps at Many Lands, Russia (p. 216). Macmillan, 


• 55 * 

Walton. Compleat Angler (p. 250). Everyman’s Library, 
Dutton, leather, .70. 

Warner. Being a Boy (p. 154). Illustrated by “Champ, 
Houghton, $1.25; Riverside Literature Series, Hough' 


J9 


ton, .40. 

Warner. In the Wilderness (p. 250). Riverside Literature 
Series, Houghton, .30. 

Watts. Divine and Moral Songs (p. 270). Illustrated in 
color by Mrs. Arthur Gaskin, Page, $1.00. 

Weatherly. Book of Gnomes (p. 54). Dutton, $1.50. 

Wells. Rainy Day Diversions (p. 234). Moffat, $1.00. 

Wells. Story of Betty (p. 194). Century, $1.50. 

Wheeler. Woodworking for Beginners (p. 237). Putnam, 
$2.50. 

Whitcomb. Young People’s Story of Art (p. 222). Dodd, 
$2.00. 

White, E. O. Borrowed Sister (p. 185). Houghton, #1.00. 
White, E. O. Edna and her Brothers (p. 185). Houghton, 
$1.00. 

White, E.O. Enchanted Mountain (p. 94). Houghton, $1.00. 
White, E. O. Little Girl of Long Ago (p. 185). Houghton, 
#1.00. 

White, E. O. When Molly was Six (p. 185). Houghton, $1.00. 
White, Gilbert. Natural History and Antiquities of Selborne 
(p. 250). Everyman’s Library, Dutton, leather, .70. 
White, Mary. Book of Games (p. 240). Scribner, $1.00. 
White, Mary. How to do Beadwork (p. 235). Doubleday, .90. 
White, Mary. How to Make Baskets (p. 236). Doubleday, 
$1.00. 

White, Mary. More Baskets and How to Make Them (p. 236). 
Doubleday, $1.00. 

White, Mary and Sara. Book of Children’s Parties (p. 239). 
Century, #1.00. 

Whitney. Faith Gartney’s Girlhood (p. 155). Hough ton, $1.25. 
Whitney. Other Girls (p. 155). Houghton, $1.25. 

Whitney. Real Folks (p. 155). Houghton, $1.25. 

Whitney. Summer in Leslie Goldthwaite’s Life (p. ice). 
Houghton, $i.2£. 


Appendix 


337 


Whitney. We Girls (p. 155). Houghton, $1.25. 

Whittier. Child Life in Prose (p. 154). Houghton, $1.50. 

Whittier. Snow-Bound, and Selected Poems (p. 142). Mod¬ 
ern Classics, Houghton, .40. 

Wiggin. Birds’ Christmas Carol (p. 195). Houghton, .50. 

Wiggin. Kindergarten Chimes (p. 143). Ditson, $1.25. 

Wiggin. New Chronicles of Rebecca (p. 189). Houghton, 
$1.25. 

Wiggin. Polly Oliver’s Problem (p. 190). Houghton, #1.00. 

Wiggin. Rebecca of Sunnybrook Farm (p. 189). Houghton, 
$1.25; Holiday Edition, Houghton, $1.50. 

Wiggin. Story of Patsy (p. 195). Houghton, .60. 

Wiggin. Summer in a Canon (p. 190). Houghton, $1.25. 

Wiggin and Smith. Golden Numbers (p. 135). Doubleday, 
$2.00. 

Wiggin and Smith. Pinafore Palace (p. 66). Doubleday, #1.50. 

Wiggin and Smith. Posy Ring (p. 135). Doubleday, $1.25. 

Wiggin and Smith. Tales of Laughter (p. 93). Doubleday, 
$1.50. 

Wiggin and Smith. Tales of Wonder (p. 93). Doubleday, 
$1.50. 

Wilkins. Once Upon a Time (p. 137). Lothrop, #1.00. 

Wilkins. Young Lucretia (p. 191). Harper, $1.25. 

Williams. How it is Done (p. 242). Nelson, $1.20. 

Williams. How it is Made (p. 242). Nelson, $1.20. 

Williston. Japanese Fairy Tales (p. 91). Rand, .75. 

Wilmot-Buxton. Stories from Old French Romance (p. 128). 
Stokes, .75. 

Wilmot-Buxton. Stories of the Persian Heroes (p. 123). 
Crowell, $1.50. 

Wilson. Story of the Cid (p. 123). Lothrop, #1.25. 

Witham. Representative English and Scottish Popular Bal¬ 
lads (p. 119). Riverside Literature Series, Houghton, .40. 

Wood. Popular Natural History (p. 250). Winston, $1.00. 

Wordsworth. Intimations of Immortality, and Selected 
Poems (p. 140). Modern Classics, Houghton, .40. 

Wyss. Swiss Family Robinson (p. 158). Illustrated by Folk- 
ard, Dutton, $2.50; Everyman’s Library, Dutton, 
leather, .70. 


Yale. When Mother Lets Us Give a Party (p. 239). Moffat, 

• 75 * 

Yonge. Book of Golden Deeds (p. 219). Everyman’s Library 
Dutton, leather, .70. 


Appendix 


338 

Yonge. Chaplet of Pearls (p. 160). Macmillan, $1.25. 
Yonge. Dove in the Eagle’s Nest (p. 160). Macmillan, $1.25. 
Yonge. Stray Pearls (p. 160). Macmillan, 31*25. 

Yonge. Unknown to History (p. 160). Macmillan, $1.25. 

Zitkala-Sa. Old Indian Legends (p. 86). Ginn, .50. 
Zollinger. Boy’s Ride (p. 186). McClurg, #1.50. 

Zollinger. Maggie McLanehan (p. 196). McClurg, $1.25; 
New Holiday Edition, illustrated by Florence Scovel 
Shinn, McClurg, $1.50. 

Zollinger. Widow O’Callaghan’s Boys (p. 196). McClurg, 
$1.25; New Holiday Edition, illustrated by Florence 
Scovel Shinn, McClurg, 31.50. 


Index 










INDEX 


{Page references to recommended children’s books are not 
included in this index , but may be found in the Purchase List 
of Children’s Books , on page 302 jf.) 


American Library Associa¬ 
tion, Book List, 286. 

Astronomy, educational value, 
229 ; book list, 244. 

Bad books, II, 152, 168. 

Baldwin, James, Book-Lover, 
10. 

Ballads, educational value, 
101; reading aloud, 107; 
book list, 119. / 

Bible, reading of, 5, 7, 34, 254, 
265; spiritual and moral 
power, 253; influence on 
modern juvenile fiction, 
261; book list, 268. 

Biography, treatment in chil¬ 
dren’s books, 198; book 
list, 209. 

Book lists: on the early influ¬ 
ence of good books, 10; on 
the influence of bad books, 
18; children’s interests, 26; 
guiding children’s reading, 
39; picture-books, 52; hu¬ 
morous stories, 56,195; easy 
reading, 62; fables, myths, 
and fairy tales, 86; ballads, 
epics and romances, 119; 
poetry and rhymes, 135; 
some classic and standard 
books, 154; modern fiction, 


185; history, biography, 
description, and travel, 
209; art, music, and liter¬ 
ature, 221; useful books 
(including occupations, 
household arts, mechanics, 
outdoor life and athletics, 
gardening, games and other 
amusements, dramatics and 
story-telling, business boys 
and girls, notable mod¬ 
ern achievements, nature 
books), 234; religious books, 
268; purchase list of chil¬ 
dren’s books, 302. 

Book-plates, 37. 

Book-purchase, 37, 299. 

Books for children: illustra¬ 
tions, 40; literary form in 
easy books, 61, in folklore, 
81, in ballads and in epics, 
101, in general literature, - 
129, in modern juvenile fic¬ 
tion, 179, in Bible stories, 
259; ethical qualities in folk¬ 
lore, 71, in ballads, epics, and 
romances, 101, in novels, 
150, in modern juvenile 
fiction, 168, 262, in nature 
fiction, 228, in history and 
biography, 198; adaptation, 

117, 146; expurgation, 117; 



Index 


3 4^ 

binding, print, and titles, 
148, 179. 

Booksellers, addresses of, 301. 

Bryant, Sara Cone, How to 
Tell Stories to Children, 32, 

35 > 39 - 

Bunyan, John, Pilgrim’s Pro¬ 
gress, reading of, 34, 255; 
stories to tell, 268. 

Burnett, Frances Hodgson, 
One I Knew Best of All, 27. 

Burns, Robert, early reading 
of, 6, 130. 

Carlyle, Thomas, on old 
Norse character, 76. 

Cervantes Saavedra, Miguel 
de, on the educational 
value of romance, 103. 

Chaucer, Geoffrey, Canter¬ 
bury Tales, hi; book list, 
124. 

Children’s interests, 19, 41, 
132, 148, 169, 179, 199, 229, 
255 - 

Commonplace books, 38. 

Darwin, Charles, loss of 
aesthetic taste, 230. 

Daskam, J. D., Madness of 
Philip, 26. 

Dickens, Charles, David Cop- 
perfield, 27. 

Editions, choice of, 148, 300. 

Eliot, George, Mill on the 
Floss, 27. 

Emerson, R. W., on ethics of 
Plutarch, 4. 

Epics and romances: educa¬ 
tional value of, 102; Homer, 
102, 116; Beowulf, 108; 
Siegfried, 108; Faerie 
Queene, no; Canterbury 
Tales, in; Arthurian and 


Carolingian romance, 113; 
book lists, 119. 

Fables, educational value, 72; 
book list, 86. 

Fairy tales. See Folklore. 

Fiction, classic and standard, 
146; popular, 168; histori¬ 
cal, 199, 202; travel, 204; 
nature, 228; Sunday School 
and other religious, 257; 
book lists, 154, 185, 251, 
270. See also Bad books. 

Field, W. T., Fingerposts to 
Children’s Reading, 18, 36, 

39 - . 

Flynt, Josiah, Tramping with 
Tramps, 18. 

Folklore: nursery rhymes, 21, 
99; educational value, 68; 
fables, 72; myths, 73; 
Greek myths, 74; Norse 
myths, 75; American In¬ 
dian myths, 77; hero-myths 
and place-legends, 77; fairy 
lore, 78; nursery tales, 79; 
book lists, 63, 86. See also 
Ballads, Epics, and ro¬ 
mances. 

Forbush, W. B., on educa¬ 
tional value of King Arthur 
legends, :o6; on religious 
instinct, 256. 

Gillmore, Inez Haynes, 
Phoebe and Ernest, 27. 

Gladstone, W. E., early 
reading of, 7. 

Goethe, J. W. von, story¬ 
telling to, 30. 

Grahame, Kenneth, Golden 
Age, 26. 

Grimm, J. L. and W. K., 
treatment of folk-tales, 81. 




Index 


Hawthorne, Nathaniel, Scar¬ 
let Letter, 26. 

Hazlitt, William, on reading 
old books, 10. 

Henry IV of France, Letter to 
Marie de’ Medici, 4. 

Herschel, Sir William, reli¬ 
gious spirit, 231; imagina¬ 
tion, 233. 

History, treatment in chil¬ 
dren’s books, 198; book 
list, 209. 

Home, influence of, 13. 

Homer, Iliad and Odyssey, 
102, 116; book list, 126. 

Hugo, Victor, Les Misera- 
bles, 26. 

Humor, 42, 44, 46, 80; book 
lists, 56, 195. 

Hunt, Clara W., on use of me¬ 
diocre history books, 204. 

Huxley, Thomas, early read¬ 
ing of, 8. 

Illustrators and illustrations 
of children’s books, 40. 

Imagination, practical value, 
68, 232; training, 71, 229. 

Jacobs, Joseph, treatment of 
folklore, 81. 

Kepler, John, religious spirit, 
231; imagination, 232. 

Knights of King Arthur, 105. 

Kovalevsky, Sonia, The Sis¬ 
ters Rajevski, 27. 

Library commissions, educa¬ 
tional work, 287; addresses, 
286. 

Library, public, providing 
bad books, 15; establishing 
the reading habit, 60; 


343 

story-telling, 105, 171; im¬ 
portance of children’s de¬ 
partment, 171; exhibits 
and expert help, 284. 

Lincoln, Abraham, early 
reading of, 8, 38. 

Lyman, Edna, Story-Telling, 

35 , 39 - 

Mechanics, use of books on, 
224; book list, 236. 

Memorizing, poetry, 134; 
Bible, 267. 

Milton, John, early reading 
of, 6, 130; on ethical value 
of romances, 104; on ethical 
value of the Faerie Queene, 
no. 

Moses, Montrose J., Chil¬ 
dren’s Books and Reading, 
10. 

Moving-pictures, effect on 
children’s reading, 17. 

Mumford, Edward W., on bad 
books, 170. 

Myths, educational value, 72; 
book lists, 63, 86. 

Napoleon I, early reading of, 

5 - 

Nature books, use of, 227; 
book list, 243. 

Newton, Sir Isaac, imagina¬ 
tion, 69; boyhood experi¬ 
ments, 224. 

Nickel novels, 14, 175. 

Novels, reading of, 150. 

Nursery rhymes, 21, 99. 

Picture-books, educational 
value, 40; book list, 52. 

Plato, on child-training, 2; on 
ethical qualities in stories, 
81. 



Index 


344 

Plutarch, influence of, 4; on 
child-training, 2. 

Poetry, use in education, 129; 
book lists, 66, 135. 

Prices of books, 302. 

Publishers of recommended 
books, 302. 

Reading, educational value 
of, 1, 58; influence on emi¬ 
nent people, 3, 34, 104, 
130, 230, and chart; guid¬ 
ing of home reading, 29, 
early reading, 58, through 
folklore, 68, through bal¬ 
lads, epics, and romances, 
106, through poetry, 132. 
See also Story-telling. 

Reading aloud, systematic, 
32; Pilgrim’s Progress, 
34, 255, 268; ballads, 107; 
poetry, 134; Bible, 254, 
265. 

Religious books, discussion of, 
252; book list, 268. 

Religious instinct, 229, 255. 

Repplier, Agnes, Men and 
Books, 10; Varia, 18. 

Rhymes and rhythm, 21, 99, 
132. 

Rhys, Ernest, treatment of 
folklore, 82. 

Roland, Madame, early read¬ 
ing of, 5. 

Romances, educational value, 
102, no; book list, 124. 

Ruskin, John, on myth¬ 
making, 74. 

Scientific books, treatment of 



for children, 227; book list, 
134 - 

Series, 184, 196, 206. 

Shakespeare, King John, 26. 

Shelley, Percy Bysshe, on the 
poetic instinct, 99. 

Spenser, Edmund, Faerie 
Queene, no; book list, 124. 

Stedman, Edmund Clarence, 
poetry as a formative of 
style, 131. 

Story-telling: rhythm in 
story-telling, 22; as a 
means of guiding reading, 
29; in the public library, 
105, 171; from epic and 
romance, 108; from Pil¬ 
grim’s Progress, 268; one 
hundred good stories to 
tell, 275. 

Text-books, home use of, 59. 

Travel, treatment in chil¬ 
dren’s books, 204; book 
list, 209. 

Trollope, Anthony, on novels, 
10. 

Twain, Mark, Tom Sawyer, 
28. 

Tyndall, John, on applied use 
of the imagination, 69. 

Wagner, Richard, story-tell¬ 
ing and reading aloud to, 
34 - 

Wonder-tales, 84; book list, 

93 - 

Young people, reading of, 23, 

IS°» * 79 • 



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